语义联想记忆策略在高三英语词汇复习课中的应用探析

发布时间：2018-04-07 16:14

本文选题：语义联想　切入点：英语词汇　出处：《贵州师范大学》2017年硕士论文

【摘要】：词汇作为掌握一门语言的必备要素,一直以来都是学生和教师们的重点关注对象。牢记词汇意义不是一朝一夕的事情,这和词汇的复习紧密相关。尽管学生们日日将单词记忆挂在嘴边,教师们也尝试各种方式帮助学生提高词汇记忆,学生的词汇记忆情况依然不容乐观。英语词汇复习课对词汇记忆的加强意义重大,但长久以来,课堂的词汇复习并未受到重视。当前,教师们的词汇复习课堂沉闷,复习方式机械、死板,不少学生对英语词汇学习产生了倦怠的情绪。高三又是高中阶段最为紧张的一年,这一阶段的词汇记忆任务繁重,学生往往容易忘记词汇的意义。因此,探寻有效的词汇复习教学方式,帮助高三学生减少单词记忆困难尤为关键。笔者将语义联想记忆策略应用到高三英语词汇复习课当中,并在整个实验过程中对实验班和控制班的学生进行了课程标准词汇测试、及时听写测试、延迟听写测试和词汇记忆竞赛测试,对实验班的学生进行了前后访谈测试。分析收集到的数据得到以下结论:首先,学生在语义联想记忆策略的影响下,其及时记忆和延时记忆的效率有所提高;其次,学生们的词汇量增长明显;再者,学生对词汇复习课的兴趣变得浓厚了,开始喜欢语义联想记忆策略下的词汇复习课。本研究证实了语义联想记忆策略在实际词汇复习课中的有效作用,为当前的教育者提供可以参考的词汇复习课教学案例,对他们的课堂教学有着实际的意义。
[Abstract]:As a necessary element to master a language, vocabulary has always been the focus of students and teachers.Remember that the meaning of words is not a matter of one day, it is closely related to the review of vocabulary.English vocabulary review class is of great significance to the enhancement of vocabulary memory, but for a long time, vocabulary review in class has not been paid attention to.At present, teachers' vocabulary review classroom is dull, mechanical and rigid, and many students feel languid about English vocabulary learning.Senior three is also the most tense year in senior high school. The task of vocabulary memory in this stage is heavy, students often forget the meaning of vocabulary.Therefore, it is very important to explore effective teaching methods of vocabulary review to help senior three students reduce the difficulty of memorizing words.The author applies the semantic associative memory strategy to the senior three English vocabulary review class, and carries on the course standard vocabulary test and the prompt dictation test to the students in the experimental class and the control class in the whole experiment process.Delayed dictation test and vocabulary memory contest test were used to test the students in the experimental class.The results are as follows: firstly, under the influence of semantic associative memory strategy, the students' efficiency of timely memory and delayed memory is improved; secondly, the students' vocabulary increases obviously.The students became more interested in the vocabulary review class and began to like the vocabulary review class under the semantic associative memory strategy.This study confirms the effective role of semantic associative memory strategy in the actual vocabulary review class, and provides the current educators with reference teaching cases of vocabulary review class, which is of practical significance to their classroom teaching.
【学位授予单位】：贵州师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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