例句类型对二语词义保持的影响研究
发布时间：2021-03-15 18:24
根据Sousa（2006）的观点,学习者保持信息的能力在很大程度上取决于教学所采用的方法,用某些方法就比用另外一些方法对保持信息更为有效。因此,教授词汇的方法对学习者词汇意义的保持有很大的影响。近些年出现了许多关于如何有效地教授二语词汇的研究,如视觉辅助法、关键词法和使用例句等。研究证明使用例句教授词汇是一种有效并可以广泛使用的方法。但是,很少研究是探讨例句的类型对二语词汇意义保持的影响,以及这种影响是否会随着词汇呈现方式的不同而变化。鉴于此,本研究试图探究例句的类型（教师编写的例句和基于词典的例句）对二语词汇意义保持的影响,以及这种影响是否会因词汇呈现方式的不同（意义推测法和意义提供法）而不同。本实证研究主要采用的研究工具有问卷调查、测试和面对面访谈。苏州市某学院的60名非英语专业的大二学生是本研究的受试对象,研究问题如下:1.用意义推测法时,基于词典的例句和教师编写的例句对二语词汇意义保持的影响有何不同?2.用意义提供法时,基于词典的例句和教师编写的例句对二语词汇意义保持的影响有何不同?主要的研究发现概括如下:首先,当使用意义推测法时,教师编写的例句在即时测试中起着非显著的积极影响...
【文章来源】：苏州大学江苏省
【文章页数】：78 页
【学位级别】：硕士
【文章目录】：
ACKNOWLEDGEMENTS
ABSTRACT
中文摘要
Chapter One INTRODUCTION
1.1 Significance and Purpose of the Present Study
1.2 Structure of the Thesis
Chapter Two LITERATURE REVIEW
2.1 Information Processing Model
2.1.1 Main ideas of the model
2.1.2 Stages of memory
2.2 Retention
2.2.1 Learning and retention
2.2.2 Factors affecting retention
2.3 Related Studies
2.3.1 Visual aids on vocabulary retention
2.3.2 Keyword technique on vocabulary retention
2.3.3 Use of example sentences on vocabulary retention
2.3.4 Other techniques on vocabulary retention
2.4 Limitations of the Previous Studies
2.5 Position of the Present Study
Chapter Three METHODOLOGY
3.1 Research Questions
3.2 Participants
3.3 Material
3.4 Instruments
3.4.1 Pilot study for meaning-inferred method
3.4.2 Two groups
3.4.3 Immediate post test
3.4.4 Delayed post test
3.4.5 Face-to-face interviews
3.4.6 Scoring
3.5 Data Collection
3.6 Data Analysis
Chapter Four RESULTS AND DISCUSSION
4.1 Effects of Example Sentence Types on Retention with Meaning-Inferred
4.1.1 Effects of example sentence types on learners’short-term retention
4.1.2 Effects of example sentence types on learners’long-term retention
4.2 Effects of Example Sentence Types on Retention with Meaning-Given Method
4.2.1 Effects of example sentence types on retention in the immediate post test
4.2.2 Effects of example sentence types on retention in the delayed post test
4.3 A Comparison of the Results in the Immediate and Delayed Post Tests
Chapter Five CONCLUSION
5.1 Major Findings
5.2 Pedagogical Implications
5.3 Limitations of the Present Study and Suggestions for Future Studies
REFERENCES
APPENDICES
本文编号：3084610
【文章来源】：苏州大学江苏省
【文章页数】：78 页
【学位级别】：硕士
【文章目录】：
ACKNOWLEDGEMENTS
ABSTRACT
中文摘要
Chapter One INTRODUCTION
1.1 Significance and Purpose of the Present Study
1.2 Structure of the Thesis
Chapter Two LITERATURE REVIEW
2.1 Information Processing Model
2.1.1 Main ideas of the model
2.1.2 Stages of memory
2.2 Retention
2.2.1 Learning and retention
2.2.2 Factors affecting retention
2.3 Related Studies
2.3.1 Visual aids on vocabulary retention
2.3.2 Keyword technique on vocabulary retention
2.3.3 Use of example sentences on vocabulary retention
2.3.4 Other techniques on vocabulary retention
2.4 Limitations of the Previous Studies
2.5 Position of the Present Study
Chapter Three METHODOLOGY
3.1 Research Questions
3.2 Participants
3.3 Material
3.4 Instruments
3.4.1 Pilot study for meaning-inferred method
3.4.2 Two groups
3.4.3 Immediate post test
3.4.4 Delayed post test
3.4.5 Face-to-face interviews
3.4.6 Scoring
3.5 Data Collection
3.6 Data Analysis
Chapter Four RESULTS AND DISCUSSION
4.1 Effects of Example Sentence Types on Retention with Meaning-Inferred
4.1.1 Effects of example sentence types on learners’short-term retention
4.1.2 Effects of example sentence types on learners’long-term retention
4.2 Effects of Example Sentence Types on Retention with Meaning-Given Method
4.2.1 Effects of example sentence types on retention in the immediate post test
4.2.2 Effects of example sentence types on retention in the delayed post test
4.3 A Comparison of the Results in the Immediate and Delayed Post Tests
Chapter Five CONCLUSION
5.1 Major Findings
5.2 Pedagogical Implications
5.3 Limitations of the Present Study and Suggestions for Future Studies
REFERENCES
APPENDICES
本文编号：3084610
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