高中生联想策略运用与词汇习得效果的相关性研究

发布时间：2018-07-01 12:23

本文选题：高中生 + 联想策略　；参考：《闽南师范大学》2017年硕士论文

【摘要】：词汇,作为构成语言的三大要素之一,在语言习得过程中的重要性不言而喻,然而,又因为英语具有随意性的特征,这也使得学习者在习得词汇时难以将词汇的发音、形式及意义三者结合在一起记忆,导致了词汇记忆的困难。高中英语新课标对高中生的词汇学习提出了更高的要求,新改革的高考英语政策也更是强调英语词汇的实际运用。基于图式理论和信息加工理论的联想策略已被多数国内外专家证明有利于学生的词汇习得,因此,本文对高中生在词汇学习过程中联想策略的运用情况展开一场实证研究。本研究以河南某中学高中116名学生为被试,旨在探究高中生在词汇学习过程中联想策略运用的具体情况,并分析其与词汇习得效果(广度和深度)之间的关系,为高中英语课堂词汇教学寻求更有效的方法,也为增强高中学生的词汇习得效果提供依据。研究结果表明:1)高中学生对联想策略的运用整体上达到中等水平,其中学生运用最多的是词形联想策略,其次分别为语音联想策略、搭配联想策略和语义联想策略;2)词汇习得效果的高、低分组在联想策略的运用上差异十分显著,即高分组学生明显比低分组学生更频繁地运用联想策略,而最显著的表现在词形联想策略和搭配联想策略的运用上,其次表现为语义联想策略运用,在语音联想策略的运用上差异性最小;3)联想策略的运用与词汇习得效果在整体上呈正相关,即联想策略运用的越多,在一定程度上对学生词汇习得的效果越有帮助。联想策略的运用在词汇习得效果的广度方面的作用明显大于在词汇习得效果的深度方面的作用,即联想策略的运用更有益于扩大学生词汇量,提高词汇习得广度。基于以上研究结果,笔者分别从教师和学生的角度,就如何帮助学生更合理地运用联想策略和更好地提高学生的词汇习得效果提出了建议,使研究更具实际意义。
[Abstract]:Vocabulary, as one of the three elements of language, is of great importance in the process of language acquisition. However, since English has the characteristics of arbitrariness, it is difficult for learners to pronounce words when they acquire vocabulary. The combination of form and meaning leads to the difficulty of vocabulary memory. The new curriculum for senior high school English has put forward higher requirements for senior high school students' vocabulary learning, and the new reform English policy of college entrance examination emphasizes the practical use of English vocabulary. The associative strategies based on schema theory and information processing theory have been proved to be beneficial to students' vocabulary acquisition by most experts at home and abroad. Therefore, this paper conducts an empirical study on the application of associative strategies in the process of vocabulary learning by senior high school students. The purpose of this study was to explore the application of associative strategies in the vocabulary learning process of 116 high school students in a middle school in Henan province, and to analyze the relationship between the association strategies and the effects (breadth and depth) of vocabulary acquisition. To find a more effective method for vocabulary teaching in senior high school English classroom, and also to provide the basis for enhancing the vocabulary acquisition effect of senior high school students. The results show that the use of associative strategies by senior high school students reaches a moderate level on the whole, among which the most frequently used ones are lexical associative strategies, followed by phonetic associative strategies. Collocation associative strategy and semantic associative strategy 2) there are significant differences in the use of associative strategies between the high and low groups, that is, the students in the high score group use association strategies more frequently than those in the lower groups. The most significant expression is the use of word form association strategy and collocation association strategy, followed by the use of semantic association strategy. (3) there is a positive correlation between the use of associative strategies and the effect of vocabulary acquisition, that is, the more the use of associative strategies, the more helpful to the students' vocabulary acquisition to a certain extent. The use of associative strategies plays a more important role in the breadth of vocabulary acquisition than in the depth of vocabulary acquisition. Based on the above results, the author puts forward some suggestions on how to help students to use associative strategies more reasonably and to improve the effect of vocabulary acquisition from the perspectives of teachers and students, so as to make the study more meaningful.
【学位授予单位】：闽南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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