以词汇联想策略提升小学生词汇学习效果的实证研究

发布时间：2018-09-08 06:59

【摘要】：词汇学习在外语学习中的重要地位是毋庸置疑的,词汇学习的效果对学生综合语言能力的发展有着重要意义。在国内外的外语学习评价中,一个重要内容就是考察学生的词汇掌握和词汇运用能力。然而在现实的词汇教学中,我们发现小学生在学习态度和学习方式上都存在突出的问题。如何通过改进词汇教学来提升词汇学习的效果,成为我国英语教学的长期和重要需求之一。本文对与词汇学习相关的记忆理论、图式理论等进行了回顾和整理,并对词汇学习策略、词汇联想策略等关键概念进行了界定。在搜集和参考了国内外词汇学习,特别是通过联想策略开展的词汇教学的应用性研究的基础上,开展了通过教授联想策略改进小学生词汇学习效果的实证研究,旨在解决以下研究问题:(1)小学生英语词汇学习的现状如何?(2)词汇联想策略能否提高小学生词汇记忆的效果?(3)词汇联想策略能否增强小学生运用词汇的能力?(4)策略训练能否提升小学生对词汇学习的态度和词汇策略的使用意识?本研究采取混合研究法,主要包括文献分析法、定性和定量研究法。作者运用文献分析法探索了相关的重要理论和关键概念,并对国内外相关研究做了综述。在研究的主体阶段,主要运用实验法。在杭州某小学选取实验班与控制班,并在实验班开展词汇联想策略的专项训练。研究通过问卷、访谈、测试等定性、定量手段进行了数据收集,并主要运用独立样本T检验进行了数据分析。基于上述研究过程,研究发现:(1)小学生目前的词汇学习情况不是很乐观,通过问卷调查发现学生在词汇记忆、词汇运用以及词汇策略使用意识上问题较为突出。(2)实验后,根据延迟听写和词汇测试的结果,笔者发现实验班的成绩明显优于对照班,证明词汇联想策略能促进词汇的记忆。(3)在词汇运用方面,根据独立样本T检验在词汇测试(词汇运用部分)中的结果,即P值小于0.05,说明词汇联想策略训练能增强学生词汇运用的能力。(4)通过对实验班前后问卷数据进行相依样本T检验,笔者发现学生对词汇学习的态度有了明显的转变,从最初的消极转为积极的态度。此外,在策略意识上,策略培训有助于提升学生使用策略的意识。在得出研究发现的基础之上,本文提出如下改进策略:教师和教育工作者应为学生提供更多的机会来提高词汇的运用。教师和教育工作者应更频繁的使用联想策略来促进学生词汇学习的效果。此外,教师应掌握更多关于词汇教学的理论来指导词汇教学。对于学生及学习者来说,积极的拓宽词汇学习的渠道以及调整好自身的学习态度对促进词汇学习效果很有必要。
[Abstract]:There is no doubt that vocabulary learning plays an important role in foreign language learning, and the effect of vocabulary learning is of great significance to the development of students' comprehensive language competence. In the evaluation of foreign language learning at home and abroad, an important part is to investigate students' vocabulary mastery and vocabulary application ability. However, in the practical vocabulary teaching, we find that there are outstanding problems in the learning attitude and learning style of primary school students. How to improve the effect of vocabulary learning by improving vocabulary teaching has become one of the long-term and important needs of English teaching in China. This paper reviews and arranges the memory theory and schema theory related to vocabulary learning, and defines the key concepts such as vocabulary learning strategy, vocabulary association strategy and so on. On the basis of collecting and referring to the applied research of vocabulary learning at home and abroad, especially through associative strategies, the empirical research on improving the vocabulary learning effect of primary school students by teaching associative strategies is carried out. The purpose of this study is to solve the following problems: (1) what is the present situation of primary school students' English vocabulary learning? (2) can vocabulary association strategies improve the effect of pupils' vocabulary memory? (3) can vocabulary association strategies enhance pupils' ability to use vocabulary? (4) Strategies. Can the training improve the students' attitude towards vocabulary learning and the awareness of the use of vocabulary strategies? This study adopts mixed research method, including literature analysis, qualitative and quantitative research. The author uses the literature analysis method to explore the relevant important theories and key concepts, and summarizes the related research at home and abroad. In the main stage of the study, the main use of experimental method. The experimental class and the control class were selected in a primary school in Hangzhou, and the special training on vocabulary association strategy was carried out in the experimental class. Through questionnaire, interview, test and other qualitative and quantitative means to collect data, and mainly use independent sample T-test for data analysis. Based on the above research process, it is found that: (1) the present situation of primary school students' vocabulary learning is not very optimistic. Through the questionnaire survey, it is found that the students' problems in vocabulary memory, vocabulary use and awareness of vocabulary strategy use are more prominent. (2) after the experiment, According to the results of delayed dictation and vocabulary test, the author finds that the experimental class is better than the control class, which proves that the vocabulary association strategy can promote the memory of vocabulary. (3) in the aspect of vocabulary use, According to the results of the independent sample T test in the vocabulary test (vocabulary usage section), That is, P value is less than 0.05, which shows that vocabulary association strategy training can enhance students' ability to use vocabulary. (4) through the T-test of questionnaire data before and after the experiment class, the author finds that the students' attitude towards vocabulary learning has changed obviously. From the initial negative to the positive attitude. In addition, strategy training helps to enhance students' awareness of using strategies. On the basis of the research findings, this paper proposes the following strategies: teachers and educators should provide students with more opportunities to improve the use of vocabulary. Teachers and educators should use associative strategies more frequently to promote students' vocabulary learning. In addition, teachers should master more theories about vocabulary teaching to guide vocabulary teaching. For students and learners, it is necessary to actively broaden the channels of vocabulary learning and adjust their own learning attitude.
【学位授予单位】：杭州师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.31

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