“注意”对中国大学生头韵词块记忆的影响

发布时间：2021-06-22 22:56

　　近些年来,越来越多的研究表明学习者的二语水平与其掌握的二语词块数量有很大关系。然而词块数量庞大,如何将其记忆却是一大难题。根据近来提出的“头韵策略”,头韵有利于记忆,且“注意”可加强这种功能。本文基于Lindstromberg and Boers （2008a）的研究,通过两个实验探讨“注意”对中国大学生头韵词块记忆的影响。实验一通过分析被试对四类短语分类的结果研究学习者能否在没有任何指导的条件下注意到头韵短语。实验二选用与实验一不同的被试,将其分成实验组和控制组,通过对实验组和控制组的短语产出结果进行分析,从而研究：1.头韵短语是否比无语音重复的短语好记；2.通过引导学习者注意能否加强其对头韵短语的即时记忆；3.通过引导学习者注意能否进而加强其对头韵短语的延时记忆。实验二的具体过程为：首先,研究者通过三个例子引导实验组的被试注意头韵现象,对控制组的被试则不进行引导。然后,要求实验组和控制组的被试朗读26个目标短语（13个押头韵,13个无语音重复）。两分钟后给实验组和控制组的被试每人发一张白纸,要求他们写下他们所能记住的全部短语。一周后让两组学生从52个短语中（26个干扰项）识别并划出... 

【文章来源】：兰州大学甘肃省 211工程院校 985工程院校 教育部直属院校

【文章页数】：100 页

【学位级别】：硕士

【文章目录】：
Acknowledgement
Abstract
摘要
List of Tables
List of Figures
List of Abbreviations
Chapter One INTRODUCTION
    1.1 Background of the Study
    1.2 Purpose of the Study
    1.3 Significance of the Study
    1.4 Scope of the Study
    1.5 Organization of the Paper
Chapter Two THEORETICAL FRAMEWORK
    2.1 Noticing
        2.1.1 Definition of Noticing
        2.1.2 Noticing and SLA
        2.1.3 Influences on Noticing
    2.2 Lexical Chunk
        2.2.1 Definition
        2.2.2 Lexical Chunks and SLA
        2.2.3 The Lexical Approach
    2.3 Etymological Elaboration and Alliteration Strategy
        2.3.1 Etymological Elaboration
        2.3.2 Alliteration Strategy
    2.4 Application of Previous Theories and Techniques in Present Study
    2.5 Summary
Chapter Three LITERATURE REVIEW
    3.1 Review of Relevant Researches
    3.2 Strengths and Weaknesses of Previous Studies
        3.2.1 Strengths
        3.2.2 Weaknesses
    3.3 Originality of Present Study
    3.4 Summary
Chapter Four RESEARCH DESIGN
    4.1 Research Questions and Hypotheses
    4.2 Experimental Design
        4.2.1 Experiments
        4.2.2 Variables
    4.3 Experimental Procedures
        4.3.1 Procedures for Experiment 1
        4.3.2 Procedures for Experiment 2
    4.4 Summary
Chapter Five METHODOLOGY
    5.1 Pilot Study
    5.2 Control of Intervening Variables
    5.3 Participants
    5.4 Materials
    5.5 Data Collection
    5.6 Scoring
    5.7 Statistical Analysis
    5.8 Summary
Chapter Six RESULTS AND DISCUSSION
    6.1 Results and Discussion of Research Question 1
        6.1.1 Results
        6.1.2 Discussion
    6.2 Results and Discussion of Research Question 2
        6.2.1 Results
        6.2.2 Discussion
    6.3 Results and Discussion of Research Question 3
        6.3.1 Results
        6.3.2 Discussion
    6.4 Results and Discussion of Research Question 4
        6.4.1 Results
        6.4.2 Discussion
    6.5 Summary
Chapter Seven CONCLUSION AND IMPLICATIONS
    7.1 Conclusion
    7.2 Implications
    7.3 Limitations of Current Study and Suggestions for Future Research
NOTES
REFERENCES
APPENDICES
    Appendix A Phrases of the Delayed Recognition Task of Experiment 2
    Appendix B Example of Alliterative Phrases Underlined by the Experimental Group inTask 1 of Experiment 2
    Appendix C Example of Production of Alliterative Phrases and No-Repetitive Phrasesby Experimental Group in Task 1 of Experiment 2
    Appendix D Example of Production of Alliterative Phrases and No-Repetitive Phrasesby Control Group in Task 1 of Experiment 2
    Appendix E Example of Identifying Production of Alliterative Phrases by ExperimentalGroup in Task 2 of Experiment 2
    Appendix F Example of Identifying Production of Alliterative Phrases andNo-Repetitive Phrases by Control Group in Task 2 of Experiment 2
本文作者在攻读硕士学位期间论文发表情况


【参考文献】：
期刊论文
[1]词源信息对惯用语学习的影响[J]. 侯三林.  继续教育研究. 2009(02)



本文编号：3243689