初中生的视觉感知与词汇的视觉呈现对英语词汇识别与记忆成绩的影响

发布时间：2018-05-04 01:22

本文选题：视觉感知 + 视觉词汇学习　；参考：《闽南师范大学》2016年硕士论文

【摘要】：随着多媒体技术的迅速发展,视觉学习日益获得广泛关注。多媒体技术给现阶段英语词汇视觉学习提供了强大可靠的技术支持,同时使得英语词汇教学改革成为可能。本文基于《义务教育英语课程标准(2011年版)》、初中生词汇学习记忆效率低下现状、视觉学习及多媒体认知学习理论等方面的研究,试图探究无注释型、图像注释型、文字注释型以及图像文字注释型这四种词汇视觉呈现方式对初中生英语词汇学习成绩的影响。本文对安徽省淮南市谢家集区孤堆回族中学的80名八年级学生展开调查,调查问题如下:1.不同视觉呈现形式对学习者的词汇识别和记忆学习成绩是否产生不同的影响?这是否与学习者的视觉能力高低有关?2.对于视觉感知能力不同的四组学习者而言,哪一种视觉呈现形式更有利于提高其词汇记忆成绩?3.学习者的词汇记忆成绩与其视觉图像感知能力和视觉文字感知能力是否具有相关性?调查结果表明:1.不同组的学习者对四种不同视觉呈现形式的词汇测试成绩之间存在显著性差异:高高组和高低组,高低组和低高组,高低组和低低组在类型一词汇记忆成绩,高低组和低低组、高高组和低低组、高高组和低高组、高低组和低高组在类型四词汇记忆测试成绩中以及高高组和高低组在词汇记忆测试总分成绩中,皆存在显著性差异,其中,不同视觉呈现对类型四词汇记忆成绩影响最大,使得组与组之间的成绩存在显著的差异。然而,令笔者没有想到的是高高组和低低组的类型三词汇成绩之间始终并未存在显著性差异。综上所述,学习者视觉图像和文字能力高低对不同类型的词汇记忆成绩有着不同程度的影响。2.学习者的信息处理加工能力最容易接受与自身认知倾向相同的模态:高高组更倾向于对类型四(图像文字型)词汇的学习;高低组在类型二词汇学习中的成绩固然较好,但其更倾向于对类型四(图像文字型)词汇的学习;低高组学习者更倾向于对类型三(文字注释型)和类型一(无注释型)词汇的学习;低低组倾向于对类型三(文字注释型)以及类型一(无注释型)词汇的学习,然而,其对单一的无任何注释呈现的类型一的学习成绩更好。3.学习者的词汇记忆分别与其视觉图像感知能力和视觉文字感知能力具有一定的相关性:学习者的视觉图像感知能力与词汇记忆之间呈现显著的正低相关,学习者的视觉文字感知能力与词汇记忆之间呈现正切实相关。根据上述调查结果,笔者指出了其对初中英语词汇教与学的启示和建议,同时强调了视觉学习在英语教学中的重要作用,为英语词汇教与学提供了一定的参考性意见。
[Abstract]:With the rapid development of multimedia technology, visual learning is getting more and more attention. Multimedia technology provides powerful and reliable technical support for the present English vocabulary visual learning and makes the reform of English vocabulary teaching possible. Based on the English Curriculum Standard for compulsory Education (2011 Edition), the present situation of vocabulary learning and memory inefficiency of junior high school students, visual learning and multimedia cognitive learning theory, this paper attempts to explore the unannotated, image annotated, and so on. The influence of the four visual presentation modes of text annotation and image text annotation on junior high school students' English vocabulary learning achievement. This paper investigates 80 eighth graders in Gudui Hui middle school in Xiejiaji District, Huainan City, Anhui Province. The investigation questions are as follows: 1. Do different forms of visual presentation have different effects on learners' vocabulary recognition and memory achievement? This is related to the learner's visual ability. For the four groups of learners with different visual perception ability, which form of visual presentation is more conducive to improving their vocabulary memory scores? Are learners' vocabulary memory scores correlated with their visual image perception and visual text perception? The results of the survey showed that 1: 1. There were significant differences in the scores of vocabulary tests between different groups of learners in four different forms of visual presentation: high and low, high and low in type-vocabulary memory, high and low, low and low. There were significant differences between high group and low group, high group and low high group, high and low group in type four vocabulary memory test and high and low group in total score of vocabulary memory test. Different visual presentation had the greatest influence on the scores of type four vocabulary memory, and there were significant differences between groups. However, what the author did not think of is that there is no significant difference between the three types of vocabulary achievement of high and low groups. To sum up, learners' visual image and text ability have different effects on different types of vocabulary memory. Learners' information processing ability is the easiest to accept the same mode as their own cognitive tendency: the tall group is more inclined to learn type four (image text type) vocabulary, and the high and low groups have better results in type two vocabulary learning. However, it is more inclined to learn type 4 (image text type) vocabulary, and low and high group learners tend to learn type 3 (text annotation type) and type one (unannotated) vocabulary. The low group tended to study type 3 (text annotation type) and type one (unannotated) vocabulary, however, they performed better for a single unannotated type 1. 3. The lexical memory of learners is correlated with their visual image perception ability and visual text perception ability respectively: there is a significant positive correlation between learners' visual image perception ability and lexical memory. There is a positive correlation between learners' visual perception and vocabulary memory. Based on the above findings, the author points out its implications and suggestions for junior high school English vocabulary teaching and learning, and emphasizes the important role of visual learning in English teaching, which provides some reference for English vocabulary teaching and learning.
【学位授予单位】：闽南师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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