词汇呈现方式对词汇记忆效果的影响及其对汉语教学的指导意义
发布时间：2019-06-22 12:31
【摘要】：词汇是语言的建筑材料,是句子的基本结构单位。没有词汇就无法传递信息,也就无从交际。 呈现是语言教学中的一个步骤。词汇教学的呈现就是把教学的目标词汇以一定的方式和手段展示给学习者的过程,展示的内容包括词形、读音、意义、句法特征、搭配及其运用等。 本文试分析四种基本的词汇呈现方式：词汇表呈现方式、语块呈现方式、语义场呈现方式、语境呈现方式。词汇表呈现方式是很多教材都会有的呈现方式,词汇表会呈现词语的语音以及它的概念意义,通常都是以翻译的形式。语块是形式和意义相结合的单位,且大量存在于口头和书面语言材料中,重现率高是流畅连贯的语言交际的构成要素。语块以整体形式储存在心理词库中,在言语交际过程中,学习者可根据语境和意义的需要选择和提取这些预制语块。在语义场理论的指导下,习得词汇的最好方法就是将它置于一定的语义联系中去学习,即把该词汇放到词汇系统中,与系统中的词语进行语义上的联系。通过该理论的运用,学生就可以在大脑中形成一个词汇网络,通过这一网络扩大词汇量许多学者认为把词汇组成有语义联系的语义场能促进词汇记忆。语境呈现方式是近些年比较推崇的教学方式,在词汇教学中,上下文语境是非常重要的,要充分利用例句或原文段落,从词语在文本的使用中记忆词语,运用例句和课文文本讲解词语,帮助学生不仅要理解词义,更要学会灵活使用词语。 实验设计十个目标词、四十名被试,分为即时测试和延时测试两次,在正式测试前先进行前测。测试后进行数据整理,运用spss软件进行方差分析,分析实验结果。实验结果验证了我们之前的假设：语义场呈现方式的即时理解效果最佳；语境呈现方式的记忆保持率最佳。 通过实验结果分析不同的词汇呈现方式对于教学的启示。我们提倡简洁直观的呈现；每一种词汇呈现方式都有其优势和弊端,应综合利弊,灵活运用；一种词汇呈现方式并非适用所有的词,实际教学中应进行有针对性的呈现。在进行词汇教学时我们应该根据具体的目标和实际情况来选用合适的词汇呈现方式。
[Abstract]:Vocabulary is the building material of language and the basic structural unit of sentences. Without words, there is no way to convey information, and there is no way to communicate. Presentation is a step in language teaching. The presentation of vocabulary teaching is the process of showing the target vocabulary to learners in a certain way and means, including word form, pronunciation, meaning, syntactic features, collocation and its application. This paper tries to analyze four basic lexical presentation methods: vocabulary presentation, chunks presentation, semantic field presentation and context presentation. Vocabulary presentation is a kind of presentation that many teaching materials will have. Vocabulary will present the pronunciation of words and its conceptual meaning, usually in the form of translation. Lexical chunks are units that combine form and meaning, and exist in a large number of oral and written language materials. The high repetition rate is the constituent element of smooth and coherent language communication. Chunks are stored in psychological lexicon as a whole. In the process of verbal communication, learners can select and extract these prefabricated chunks according to the needs of context and meaning. Under the guidance of semantic field theory, the best way to acquire vocabulary is to put it in a certain semantic relationship, that is, to put the word in the vocabulary system and make semantic connection with the words in the system. Through the application of this theory, students can form a vocabulary network in the brain, through which many scholars think that the semantic field of words can promote vocabulary memory. Contextual presentation is a highly respected teaching method in recent years. Contextual context is very important in vocabulary teaching. It is necessary to make full use of examples or paragraphs, memorize words from the use of words in the text, use examples and texts to explain words, and help students not only understand the meaning of words, but also learn to use words flexibly. Ten target words and forty subjects were designed, which were divided into immediate test and delay test, and the pre-test was carried out before the formal test. After the test, the data were sorted out, the variance analysis was carried out by spss software, and the experimental results were analyzed. The experimental results verify our previous hypothesis that the immediate understanding of semantic field presentation is the best and the memory retention rate of contextual presentation is the best. Through the experimental results, this paper analyzes the enlightenment of different vocabulary presentation methods to teaching. We advocate concise and intuitive presentation; each vocabulary presentation has its advantages and disadvantages, should be integrated advantages and disadvantages, flexible use; a vocabulary presentation is not suitable for all words, the actual teaching should be targeted presentation. When we carry on vocabulary teaching, we should choose the appropriate vocabulary presentation mode according to the specific goal and the actual situation.
【学位授予单位】：中央民族大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195
本文编号：2504585
[Abstract]:Vocabulary is the building material of language and the basic structural unit of sentences. Without words, there is no way to convey information, and there is no way to communicate. Presentation is a step in language teaching. The presentation of vocabulary teaching is the process of showing the target vocabulary to learners in a certain way and means, including word form, pronunciation, meaning, syntactic features, collocation and its application. This paper tries to analyze four basic lexical presentation methods: vocabulary presentation, chunks presentation, semantic field presentation and context presentation. Vocabulary presentation is a kind of presentation that many teaching materials will have. Vocabulary will present the pronunciation of words and its conceptual meaning, usually in the form of translation. Lexical chunks are units that combine form and meaning, and exist in a large number of oral and written language materials. The high repetition rate is the constituent element of smooth and coherent language communication. Chunks are stored in psychological lexicon as a whole. In the process of verbal communication, learners can select and extract these prefabricated chunks according to the needs of context and meaning. Under the guidance of semantic field theory, the best way to acquire vocabulary is to put it in a certain semantic relationship, that is, to put the word in the vocabulary system and make semantic connection with the words in the system. Through the application of this theory, students can form a vocabulary network in the brain, through which many scholars think that the semantic field of words can promote vocabulary memory. Contextual presentation is a highly respected teaching method in recent years. Contextual context is very important in vocabulary teaching. It is necessary to make full use of examples or paragraphs, memorize words from the use of words in the text, use examples and texts to explain words, and help students not only understand the meaning of words, but also learn to use words flexibly. Ten target words and forty subjects were designed, which were divided into immediate test and delay test, and the pre-test was carried out before the formal test. After the test, the data were sorted out, the variance analysis was carried out by spss software, and the experimental results were analyzed. The experimental results verify our previous hypothesis that the immediate understanding of semantic field presentation is the best and the memory retention rate of contextual presentation is the best. Through the experimental results, this paper analyzes the enlightenment of different vocabulary presentation methods to teaching. We advocate concise and intuitive presentation; each vocabulary presentation has its advantages and disadvantages, should be integrated advantages and disadvantages, flexible use; a vocabulary presentation is not suitable for all words, the actual teaching should be targeted presentation. When we carry on vocabulary teaching, we should choose the appropriate vocabulary presentation mode according to the specific goal and the actual situation.
【学位授予单位】：中央民族大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195
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