初一学生词汇记忆策略培训效果的实证研究

发布时间：2018-06-18 03:02

本文选题：初一学生 + 记忆策略　；参考：《山西师范大学》2017年硕士论文

【摘要】：词汇是英语学习不可缺少的一部分,是语言的信息载体。随着新课程标准的颁布,对英语学习者词汇学习的要求越来越高。许多研究表明(LansonHogben,1996;Wang JinquanChen Jinzhong,2005),大多数学习者对词汇的学习存在许多问题,如焦虑,学习方法单一等。本研究以初中生为研究对象,通过调查问卷、访谈、测试等研究方法,试图回答以下三个问题:1.初一学生使用词汇记忆策略的基本情况是什么?2.策略培训是否有助于学生词汇量的掌握?3.策略培训是否可以提高英语学习者的整体水平?为了回答提出的三个问题,笔者以山西省运城市万安中学初一的两个平行班为研究对象进行问卷调查,结果发现:受传统教学的影响,学生的学习策略知识较为匮乏,因此方法比较单一。不仅如此,很多学生没有养成多读多写的习惯,这使得他们的英语学习成绩不断下降。针对问卷所反映出的问题,笔者把两个平行班分为A班和B班,其中A班为控制班,采用传统的教学模式;B班为实验班,在教学过程中加入了词汇记忆策略的内容,为期14周。培训结束后,采用SPSS17.0对两个班级的词汇测试卷和期末测试卷结果进行分析和对比。本研究发现:词汇测试卷中考察学生的搭配、联想等7个策略对成绩的影响,实验班的成绩明显高于控制班。期末测试考察的是学生的综合分析与运用能力,测试结果呈现相同的趋势,实验班学生的总体能力高于控制班。本研究是为培养英语学习者使用策略意识进行的实证研究,学习者可以根据自身的需要选择学习方法。但是本论文的研究过程与结果依然存在许多的局限性,这为之后的研究提供一些新的思考与方向。
[Abstract]:Vocabulary is an indispensable part of English learning and an information carrier of language. With the promulgation of new curriculum standards, the requirements for English learners' vocabulary learning are becoming higher and higher. Many studies have shown (LansonHogben, 1996; Wang JinquanChen Jinzhong, 2005) that most learners have many problems in vocabulary learning, such as anxiety and learning. This study takes junior high school students as the research object, through questionnaires, interviews, tests and other research methods, trying to answer the following three questions: 1. what is the basic situation of the use of vocabulary memory strategies for students in the first one? Does 2. strategy training help students grasp the vocabulary? 3. strategy training can improve the whole of English learners. In order to answer the three questions, the author took two parallel classes at the first one of the first one of the Middle School of Yuncheng, Shanxi Province as the research subjects. The results showed that the students' learning strategy knowledge was relatively scarce and the methods were relatively simple. In accordance with the questions reflected in the questionnaire, the author divides the two parallel classes into A class and B class. The A class is the control class, the traditional teaching mode is adopted, the B class is the experimental class, and the vocabulary memory strategy is added to the teaching process for a period of 14 weeks. After the training, SPSS17.0 is adopted after the training. The results of the vocabulary test and final test of two classes were analyzed and compared. This study found that the effects of 7 strategies on students' collocation and association were investigated in the vocabulary test volumes. The results of the experimental class were significantly higher than those of the control class. The final test was the comprehensive analysis and application ability of the students, and the test results were the same. Trend, the overall ability of the students in the experimental class is higher than that in the control class. This study is an empirical study for training English learners to use strategic awareness. The learners can choose their learning methods according to their own needs. However, there are still many limitations in the research process and results of this paper, which provides some new thinking for the later research. And direction.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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