词汇聚类呈现方式对初中生英语词汇记忆的影响
发布时间：2024-02-21 12:57
在词汇教学中,呈现方式单一、枯燥、高遗忘率普遍存在,从心理语言学的角度,词汇的呈现方式对于学生的词汇学习广度、记忆长度及使用效果都有影响,合理的词汇呈现方式有助于初中生有效掌握词汇知识,探索有效呈现方式对词汇记忆也存在不同程度影响。本研究以记忆理论、精细加工理论以及信息加理论为基础,研究以下问题:1.主题聚类和语义聚类呈现方式对初中生英语词汇成绩是否有显著性差异?2.主题聚类和语义聚类呈现方式对初中生词汇短时记忆和长时记忆是否有显著性差异?3.初中生对主题聚类和语义聚类词汇呈现方式的态度如何?实验选取了伊宁市第七中学共41名初中生作为受试对象,词汇呈现后受试者接受一次即时测试,两次次延时测试。测试数据采用统计软件(SPSS19.0)处理。实验发现其相关性,得出以下结论:词汇呈现方式均对于学生词汇知识习得均有显著性差异。在即时测试中,主题聚类词汇呈现方式与语义聚类词汇呈现方式没有显著性差异。在延时测试中,主题聚类词汇呈现方式与语义聚类词汇呈现方式对受试者词汇习得有显著差异,主题聚类词汇记忆保持比语义聚类呈现方式词汇记忆保持更好。总的来说,在两种呈现方式之中,从记忆量来看,主题聚类和语义聚...
【文章页数】：83 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
Abstract
摘要
1. Introduction
1.1 Research Background
1.2 Significance of the Study
1.3 Organization of the Study
2. Literature Review
2.1 Modes of Vocabulary Presentation
2.1.1 Thematic Clustering
2.1.2 Semantic Clustering
2.2 Previous Studies on Thematic and Semantic Clustering Vocabulary Presentation
2.2.1 Previous Study on Thematic and Semantic Clustering Abroad
2.2.2 Previous Study on Thematic and Semantic Clustering at Home
2.2.3 Limitation of Previous Studies
2.3 Theoretical Foundation
2.3.1 Memory Theory
2.3.2 Elaboration Theory
2.3.3 Information Processing Theory
3. Research Method
3.1 Research Variables
3.2 Research Questions
3.3 Research Participants
3.4 Research Instruments
3.4.1 Pre-questionnaire
3.4.2 Vocabulary Pretest
3.4.3 Vocabulary Test
3.4.5 Interview
3.5 Research Procedure
3.5.1 Questionnaire
3.5.2 Vocabulary Pretest
3.5.3 Teaching Procedure
3.5.4 Short-term Memory Test
3.5.5 Long-term Memory Test
3.5.6 Post-questionnaire
3.5.7 Interview
4. Results and Discussion
4.1 Results of Questionnaire
4.2 Results of two Modes in the Short-term and long-term Memory Test
4.2.1 Effects on two Modes in Memory Test
4.2.2 Results of the Thematic Clustering Modes in the Short-term Memory and the Long-term Memory ( one month later ) Memory Test
4.2.3 Results of the Semantic Clustering Modes in the Short-term Memory and the Long-term Memory (one month later ) Memory Test
4.3 Analysis of Forgetting Trend
4.4 Results of Post-questionnaire
4.5 Analysis of Interview
5. Conclusion
5.1 Major Findings
5.2 Pedagogical Implications
5.3 Limitation of the Research
References
Appendix 1 Pre-questionnaire
Appendix 2 Vocabulary Pretest
Appendix 3 The Learning Material of Thematic Clustering Vocabulary Presentation and the Pictures of Teaching PPT
Appendix 4 The Learning Material of Semantic Clustering Vocabulary Presentation and the Pictures of Teaching PPT
Appendix 5 The Test Volume of Thematic Vocabulary Presentation Modes for the First Time Short-term Memory Test
Appendix 6 The Test Volume of Thematic Vocabulary Presentation Modes For the First Time Long-term Memory Test
Appendix 7 The Test Volume of Thematic Vocabulary Presentation Modes for the Second Time Long-Term Memory Test
Appendix 8 The Test Volume of Semantic Vocabulary Presentation Modes for the First Time Short-term Memory Test
Appendix 9 The Test Volume of Semantic Vocabulary Presentation Modes for the First Time Long-term Memory Test
Appendix 10 The Test Volume of Semantic Vocabulary Presentation Modes for the Second Time Long-term Memory Test
Appendix 11 Post-questionnaire
Appendix 12 Interview and Result
作者简介
伊犁师范大学硕士研究生学位论文导师评阅表
本文编号：3905450
【文章页数】：83 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
Abstract
摘要
1. Introduction
1.1 Research Background
1.2 Significance of the Study
1.3 Organization of the Study
2. Literature Review
2.1 Modes of Vocabulary Presentation
2.1.1 Thematic Clustering
2.1.2 Semantic Clustering
2.2 Previous Studies on Thematic and Semantic Clustering Vocabulary Presentation
2.2.1 Previous Study on Thematic and Semantic Clustering Abroad
2.2.2 Previous Study on Thematic and Semantic Clustering at Home
2.2.3 Limitation of Previous Studies
2.3 Theoretical Foundation
2.3.1 Memory Theory
2.3.2 Elaboration Theory
2.3.3 Information Processing Theory
3. Research Method
3.1 Research Variables
3.2 Research Questions
3.3 Research Participants
3.4 Research Instruments
3.4.1 Pre-questionnaire
3.4.2 Vocabulary Pretest
3.4.3 Vocabulary Test
3.4.5 Interview
3.5 Research Procedure
3.5.1 Questionnaire
3.5.2 Vocabulary Pretest
3.5.3 Teaching Procedure
3.5.4 Short-term Memory Test
3.5.5 Long-term Memory Test
3.5.6 Post-questionnaire
3.5.7 Interview
4. Results and Discussion
4.1 Results of Questionnaire
4.2 Results of two Modes in the Short-term and long-term Memory Test
4.2.1 Effects on two Modes in Memory Test
4.2.2 Results of the Thematic Clustering Modes in the Short-term Memory and the Long-term Memory ( one month later ) Memory Test
4.2.3 Results of the Semantic Clustering Modes in the Short-term Memory and the Long-term Memory (one month later ) Memory Test
4.3 Analysis of Forgetting Trend
4.4 Results of Post-questionnaire
4.5 Analysis of Interview
5. Conclusion
5.1 Major Findings
5.2 Pedagogical Implications
5.3 Limitation of the Research
References
Appendix 1 Pre-questionnaire
Appendix 2 Vocabulary Pretest
Appendix 3 The Learning Material of Thematic Clustering Vocabulary Presentation and the Pictures of Teaching PPT
Appendix 4 The Learning Material of Semantic Clustering Vocabulary Presentation and the Pictures of Teaching PPT
Appendix 5 The Test Volume of Thematic Vocabulary Presentation Modes for the First Time Short-term Memory Test
Appendix 6 The Test Volume of Thematic Vocabulary Presentation Modes For the First Time Long-term Memory Test
Appendix 7 The Test Volume of Thematic Vocabulary Presentation Modes for the Second Time Long-Term Memory Test
Appendix 8 The Test Volume of Semantic Vocabulary Presentation Modes for the First Time Short-term Memory Test
Appendix 9 The Test Volume of Semantic Vocabulary Presentation Modes for the First Time Long-term Memory Test
Appendix 10 The Test Volume of Semantic Vocabulary Presentation Modes for the Second Time Long-term Memory Test
Appendix 11 Post-questionnaire
Appendix 12 Interview and Result
作者简介
伊犁师范大学硕士研究生学位论文导师评阅表
本文编号：3905450
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