联想记忆策略应用于初中生英语词汇记忆保持的行动研究

发布时间：2018-04-08 10:44

本文选题：联想记忆策略　切入点：词汇记忆保持　出处：《广州大学》2017年硕士论文

【摘要】：在英语学习中,国内外学者均认同英语词汇是英语学习的基石之一(Wilkins,1972;文秋芳,2003),由此可见,英语词汇在英语学习中举足轻重。然而,在现实教学中,笔者发现其教授的八年级学生词汇记忆主要靠死记硬背且效率不高,以致英语学习受挫,力不从心。为了解决学生词汇记忆保持的问题,笔者以自己教授的八年级一个班的学生为研究对象(共31人),基于记忆理论和认知学的加工水平理论,进行了三轮应用词汇联想记忆策略于初中生英语词汇记忆保持的行动研究。采用四种联想记忆策略分别是:语音联想记忆策略、词形联想记忆策略、语义联想记忆策略和涉己联想记忆策略。在前期调查中,作者通过前测、问卷、访谈等手段,确定了重点要解决的研究问题:1.联想记忆策略的运用是否积极地促进了初中生英语词汇学习?2.如何运用联想记忆策略促进初中生英语词汇记忆保持?在行动研究准备阶段,笔者对学生先进行了联想记忆策略的培训,以确保行动研究能顺利进行。在三轮的行动研究过程中,每轮行动研究都有两次测试,即时测试和延时测试。即时测试在第一周词汇课堂教学结束后五分钟立即进行,延时测试在第三周进行。即时和延时测试词汇内容和题型一致。期间,作者通过测试、课堂观察、访谈手段对数据进行收集。最后,运用SPSS18.0软件对数据进行分析。最终,实验结果显示:1.通过前、后测数据对比分析,发现:联想记忆策略的运用与学生英语词汇学习成绩的提高存在较强的相关性,且联想记忆策略的运用确实促进了初中生英语词汇的学习。但从数据分析结果来看,成绩提高的幅度不是非常大。2.通过三轮的联想记忆策在教学中的应用,并采用配对样本提检验的方法对数据进行分析,发现:无论从短时记忆还是长时记忆保持来看,学生英语词汇记忆效率得到了逐步提升。由此,笔者得出结论:在初中英语词汇学习阶段,联想记忆策略能有效地促进学生词汇记忆的保持。今后,希望学生们能充分、合理地利用它服务于未来的英语词汇学习。
[Abstract]:In English learning, scholars at home and abroad agree that English vocabulary is one of the cornerstones of English learning.This paper conducted three rounds of action research on English vocabulary memory retention of junior high school students using associative memory strategies.Four kinds of associative memory strategies are adopted: phonetic associative memory strategy, lexical associative memory strategy, semantic associative memory strategy and personal associative memory strategy.In the preliminary investigation, the author determined the key research question: 1: 1 by means of pre-test, questionnaire, interview and so on.Whether the use of associative memory strategy has positively promoted junior high school students' English vocabulary learning.How to use associative memory strategies to promote junior high school students' English vocabulary memory retention?In the preparation stage of action research, the students are trained in associative memory strategies to ensure that the action research can be carried out smoothly.In the course of three rounds of action research, there are two tests, real-time test and delay test.The immediate test was conducted five minutes after the first week of vocabulary teaching, and the delayed test took place in the third week.Instant and delay test vocabulary content and title type are the same.During this period, the author collects the data by means of tests, classroom observation and interviews.Finally, SPSS18.0 software is used to analyze the data.In the end, the results of the experiment showed that: 1.Based on the comparative analysis of pre-test and post-test data, it is found that the use of associative memory strategies has a strong correlation with the improvement of students' English vocabulary learning performance, and the use of associative memory strategies does promote junior high school students' English vocabulary learning.But from the results of data analysis, the improvement in performance is not very large. 2. 2.Through the application of three rounds of associative memory strategies in teaching and the analysis of the data by using the method of paired sample test, it is found that: whether from the view of short-term memory or long-term memory retention,Students' English vocabulary memory efficiency has been improved step by step.Therefore, the author draws a conclusion that associative memory strategy can effectively promote the retention of students' vocabulary memory in junior middle school English vocabulary learning stage.In the future, we hope that students can make full use of it to serve the future English vocabulary learning.
【学位授予单位】：广州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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