词汇呈现方式对中学生词汇记忆的影响

发布时间：2018-10-31 11:37

【摘要】：词汇是语言的重要组成部分,词汇教学也是英语教学的重要组成部分。众所周知,初中是学好英语的关键时期。初中所学词汇大部分都是核心词汇。最常见的词汇呈现方式是单词表,而在词汇教学中,呈现方式单一、枯燥、高遗忘率,非常普遍地存在。寻求有效的呈现方式和探索不同呈现方式对词汇记忆是否存在不同影响有着重要的意义。本文主要以增添理论和信息加工深度理论为基础,测试了三种不同呈现方式(词汇表呈现,提供目标词意义的语境呈现,推断目标词意义的语境呈现)对初中生英语词汇记忆产生的不同效果。本研究选取了来自江西宜春某中学三个平行班的60名初中一年级学生为受试者,每班按照上一次月考成绩的前20名分为一组,一共三个组,每组分别采用不同的呈现方式。10个英语单词为目标词汇,从阅读材料中选取。每种词汇方式呈现之后,被试都要接受两次测试:15分钟之后的短时记忆测试和1周后的长时记忆测试。测试数据用SPSS19.0进行处理分析。基于实验发现及相关分析,得出以下结论:(1)不同的词汇呈现方式会产生不同的记忆效果。在短时记忆测试中,词汇表呈现方式效果最好,提供目标词意义的语境呈现方式次之,推断目标词意义的语境呈现方式最差。但这三种呈现方式在短时记忆效果未达到显著性差异。(2)在长时记忆测试中,三种呈现方式的记忆效果是递增的。词汇表呈现方式效果最差,提供目标词意义的语境呈现稍好,推断目标词意义的语境呈现效果最好。并且三种呈现方式在长时记忆效果中存在显著差异。呈现方式一与方式三、呈现方式二与方式三之间的差异达到显著性水平。(3)不同的词汇呈现方式对不同词性的记忆效果也产生了不同影响。在短时记忆测试中,词汇表呈现方式对形容词的短时记忆效果最好,提供目标词意义的语境呈现方式对动词的短时记忆效果最好。在长时记忆测试中,有语境的呈现方式对形容词和名词的记忆效果明显好于词汇表呈现。提供目标词意义的语境呈现方式对形容词的长时记忆效果最好,推断目标词意义的语境呈现效果对动词的长时记忆效果最好。(4)同一呈现方式的短时记忆和长时记忆效果存在差异性。呈现方式一和方式二对不同词性的短时记忆和长时记忆效果也存在显著差异。呈现方式一和方式二对动词的短时记忆和长时记忆效果表现出差异性。呈现方式一对形容词的短时记忆和长时记忆效果达到显著性水平。且三种呈现方式的记忆遗忘趋势不同,词汇表呈现方式遗忘速度最快,提供目标词意义的语境呈现方式次之,推断目标词意义的语境呈现方式遗忘速度最慢。基于以上实验结论及其解释,可以总结出以下启示:在语境中呈现新单词,有利于学生的长时记忆。孤立地背单词是不明智且低效的。教师应将信息加工深度理论融入于词汇教学中。根据具体的教学目标和学生的不同程度,教师有针对性地选择适当的词汇呈现方式来提高词汇学习的效率。
[Abstract]:Vocabulary is an important part of language, and vocabulary teaching is also an important part of English teaching. It is well known that junior high school is the key period to learn English well. Most of the vocabulary learned in junior high school is the core vocabulary. The most common way of vocabulary presentation is the single word list, while in the vocabulary teaching, the presentation mode is single, boring and high-forget rate, which is very common. It is important to seek effective presentation ways and explore whether different presentation ways have different effects on lexical memory. Based on the theory of adding theory and information processing depth, this paper tests three different ways of presentation (vocabulary presentation, providing context presentation of target word meaning, and inference of context presentation of target word meaning) to different effects on English vocabulary memory of junior high school students. In this study, 60 junior high school students from three parallel classes in a middle school in Yichun, Jiangxi Province, were divided into three groups according to the first 20 names of the last month's examination. Select from the reading material. After each vocabulary is presented, it is tested for two tests: a short-time memory test after 15 minutes and a long-time memory test after 1 week. The test data were analyzed by SPSS19. 0. Based on the experimental findings and relevant analysis, the following conclusions are drawn: (1) Different vocabulary presentation modes can produce different memory effects. In the short time memory test, the effect of the vocabulary presentation mode is the best, the context presentation mode of providing the meaning of the target word is the second, and the context rendering mode of the target word meaning is deduced to be the worst. However, these three modes of presentation did not significantly differ in short-term memory. (2) In the long-time memory test, the memory effect of three modes of presentation is incremental. The effect of vocabulary presentation is the worst, the context of providing the meaning of the target word is better, and the contextual rendering effect of the meaning of the target word is the best. and there are significant differences in the three presentation ways in long memory effects. The difference between presentation mode 1 and mode 3, presentation mode 2 and mode 3 reaches a significant level. (3) Different vocabulary presentation ways have different effects on the memory effect of different parts of speech. In the short-time memory test, the vocabulary presentation mode has the best effect on the short-term memory effect of the adjective, and the contextual presentation mode of providing the meaning of the target word is the best for the short-term memory effect of the verb. In the long-time memory test, the memory effect of the adjective and noun is obviously better than that of the vocabulary. The contextual presentation of the meaning of the target word is the best when the adjective is long, and the contextual rendering effect of the meaning of the target word is the best when the verb is long. (4) There is difference between short time memory and long memory effect in the same presentation mode. There are significant differences between the short-term memory and the long-term memory effect of different parts of speech. The presentation modes 1 and 2 show the differences between the short-term memory and the long-term memory effect of the verb. The short-term memory and long-term memory effect of a pair of adjectives reached a significant level. There are three types of memory forgetting trends, the vocabulary presenting mode forgetting speed is the fastest, the context presenting mode of providing the meaning of the target word is the second, and the context rendering mode forgetting speed of the target word meaning is the slowest. Based on the above experimental conclusions and their explanations, it can be concluded that new words are presented in the context, which is beneficial to the long-term memory of students. It is unwise and inefficient to memorize words in isolation. In this paper, the information processing depth theory is integrated into the vocabulary teaching. According to the specific teaching goal and the different degree of the students, teachers have the pertinence to choose the appropriate vocabulary presentation way to improve the efficiency of vocabulary learning.
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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