初中英语联想记忆词汇策略训练的实验研究

摘要

词汇教学作为英语教学的重要组成部分，既是英语教师关注的重点，也是学生在英语学习中耗时费力的部分。大部分学生记忆单词都采取死记硬背的机械记忆方式。尤其对于学生来说，他们对词汇学习策略的了解少之甚少。随着国家课程改革的不断深化，如何高效地开展词汇教学，引导学生使用一些相关的词汇记忆策略，促进和改善学生的词汇学习状况是一线教师应该关注的研究问题。为此，笔者查阅了许多国内外专家有关词汇学习策略特别是联想记忆策略的论述，对所任教班级的学生进行了词汇联想记忆策略的问卷调查，在此基础上结合学生的记忆特点有针对性的对实验班学生进行了十八周的培训。
　　本研究旨在探索词汇联想记忆学习策略的培训对学生词汇学习的影响和作用，从而找出有效的词汇学习策略以帮助学生提高词汇学习的效果。本研究以河北师范大学附属中学初三六班、七班共计70名学生为研究对象，其中六班为实验组，七班为对照组。研究者试图通过课堂教学活动有侧重的进行词汇联想记忆策略的培训，以达到帮助学生从短期记忆逐渐转化为有意义的长期记忆，从而达到准确的记忆所学词汇的目的。训练的全部内容为词汇学习中的词汇联系记忆策略的训练。本研究以问卷调查和两次词汇测试为研究工具。作者应用统计软件包SPSS13.0对所收集的数据处理并进行分析，探讨英语词汇学习策略训练对初中生英语学习成绩及英语词汇学习策略使用意识的影响。
　　实验结果表明，初中生英语词汇学习策略使用情况一般，大部分学生的英语词汇学习策略水平尚需提高。英语词汇学习策略的使用是影响学生学习成绩的主要因素之一。对初中生进行结合英语课堂教学的词汇学习训练是有效的。词汇学习策略培训与学生的学习效率有一定的关联性。通过词汇学习策略训练，实验组的词汇单项测试成绩和综合考试成绩都有了显著的提高。

目录

声明

Abstract

摘要

Contents

Chapter 1 Introduction

1．1 Aims of the Research

1．2 Significance of the Research

1．3 Organization of the thesis

Chapter 2 Literature Review

2．1 Studies on Vocabulary Learning Strategies

2．1．1 Studies on Vocabulary Learning Strategies Abroad

2．1．2 Studies on Vocabulary Learning Strategies in China

2．2 Studies on Encoding Strategies

2．3 Previous Relevant Studies on Association Memory Strategy

2．3．1 Research on the Influence of Association Memory

2．3．2 Research on Training Efficiency of Association Memory Strategy

2．4 Relationship between Language Acquisition and Memory from the Angle of Psycholinguistics

2．4．1 Relationship between Time and Memory

2．4．2 Three kinds of Memory Structures

2．4．3 Effect of Attention in Strengthening Memory

2．5 Summary

Chapter 3 Theoretical Foundations

3．1 Concept and Categories of Vocabulary Learning Strategies

3．1．1 English Vocabulary Teaching and Shallow-encoding Strategies

3．1．2 English Vocabulary Teaching and Deep-encoding Strategy

3．2 Association Strategies

3．2．1 Phonetic Association

3．2．2 Semantic Association

3．2．3 Morphological Association

3．2．4 Contextual Association

3．3 Semantic Network

3．4 Summary

Chapter 4 Research Design

4．1 Introduction

4．2 Experiment

4．2．1 Questions

4．2．2 Subjects

4．2．3 Materials and Instruments

4．2．4 Method and Procedure

4．3 Vocabulary Teaching and Learning Model Based on Associationin the Middle School Classroom

4．3．1 Process of Teaching and Learning Vocabularies in the Middle School Classroom

4．3．2 Building up Vocabularies Association Modals

4．3．3 Models of Vocabularies and Phrases Exercises

4．4 Summary

Chapter5 Results and Discussion

5．1 General Situation of Students’ Use of Association Mnemonic Learning Strategies

5．2 Correlation Between Instruction and Achievements

5．3 Correlation Between Instruction and Efficiency

5．4 Summary

Chapter 6 Conclusion

6．1 Major findings of the research

6．2 Major Contributions and Implications

6．3 Limitations and Further Studies

Bibliography

Appendix

Acknowledgements