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中国学生英语课堂环境下记忆术与构词法两种词汇教学方式比较的实证研究

作　者: 雷宏友
导　师: 王志云
学　校: 贵州大学
专　业: 英语语言文学
关键词: 第二语言词汇习得记忆术构词法青少年的发展认知
分类号: H319
类　型: 硕士论文
年　份: 2006年
下　载: 329次
引　用: 0次
阅　读: 论文下载

内容摘要

对于每一个第二语言学习者而言，词汇的重要性都是不言而喻的。但在传统的外语教学中，词汇教学却一直处于边缘地位，直到二十世纪后期，词汇教学才逐渐受到研究者的重视，并开始从边缘走向中心。如何有效地习得第二语言的词汇是众多词汇习得的研究者关心的焦点。西方的研究主要集中在关键词法上。实验证明，这种方法对于印欧语系的二语学习者是有效的。由于语系、语言环境等原因，东方的二语学习者，特别是中国的外语学习者在使用这种方法时遇到了很多实际困难。如何帮助中国学习者，特别是青少年学生有效地学习二语词汇，研究者进行了大量的研究并提出了一些有效的方法，记忆术和构词法就是其中的两种。本研究就记忆术和构词法两种方法进行共时和历时的实验比较，并从青少年认知发展、记忆、知识背景等角度进行对比研究，证明了记忆术比构词法在青少年中使用更有效。其原因在于记忆术本身的趣味性以及记忆过程中的同化和顺化等作用。而构词法却在记忆过程中增加了记忆的工作负荷。此外，记忆术的增效作用也要比构词法大得多。记忆术在教学中很少使用，其原因就在于许多教师认为记忆术不严肃，这种观念影响了记忆术在二语习得的中的使用。最后，本文提出记忆术应该在语言教学中应发挥更大的作用，外语教材的编写也应该考虑记忆术的使用，记忆术应该进入研究者的研究范围，而且应该有其合理的学术地位。相信随着研究的发展，这个古老的“术”仍会使现代的语言学习者受益。全文共分五个部分：第一章简要介绍研究的背景目的及整体结构，第二章包括四个部分：词汇在外语教学中的地位变迁；记忆术在语言教学中的使用；青少年的认知发展；记忆语词汇提取。第三章研究实验设计。第四章实验结果讨论。第五章结论及本研究的意义。

全文目录

Acknowledgments  3-4
Abstract (English)  4-6
Abstract (Chinese)  6-7
Abbreviations used in this thesis  7-8
Contents  8-13
Chapter One Introduction  13-16
  1.1 Research Background  13
  1.2 Research Objectives  13-14
  1.3 General Organization  14-16
Chapter Two Literature Review  16-42
  Part One:The Historical and Current Situation of L2 Vocabulary Instruction  16-21
    2.1 A General Survey of L2 Vocabulary Instruction Modes in the ModernHistory  16-18
    2.2 The Alteration of the View on L2 Vocabulary Instruction in the ModernHistory  18-19
    2.3 The Current Trends in L2 Vocabulary Instruction  19-21
  Part Two:An Overview of the Application of the Mnemonic Techniques in L2 Vocabulary Learning  21-28
    2.4 An Overview of the Application of Mnemonics in L2 VocabularyInstructionAbroad  21-26
      2.4.1 Verbal Mnemonics  21-22
      2.4.2 Imagery Mnemonics  22-25
      2.4.3 Using Visual Imagery  25-26
      2.4.4 Chunking  26
      2.4.5 Hierarchical Organization  26
    2.5 A Review of the Application of Mnemonics in L2 Vocabulary Learning at Home  26-28
  Part Three:The Adolescents' Cognitive Growth  28-35
    2.6 The Definition of Adolescence  28
    2.7 The Divination of the Adolescence  28-29
    2.8 The Relevant Characteristics of the Cognitive Growth in Adolescence  29-35
      2.8.1 The Characteristics of Adolescent's Perception  29
      2.8.2 The Characteristics of Cognitive Growth  29-31
      2.8.3 Language and Information Processing  31
      2.8.4 Adolescents' Capacity of Information Processing  31-35
        2.8.4.1 The Knowledge Base of the Adolescents  31-32
        2.8.4.2 The Volume and the Velocity of the Information Processing  32
        2.8.4.3 The Development of Adolescents' Meta-Cognition  32-33
        2.8.4.4 The Development of the Meta-Memory  33
        2.8.4.5 The Development of the Meta-Comprehension  33
        2.8.4.6 The Development of the Meta-Learning Ability  33-34
        2.8.4.7 Adolescent's Meta-Cognition and Problem Solving  34
        2.8.4.8 The Development of Adolescent's Intelligence  34-35
  Part Four:The Memory and Retrieval of L2 Vocabulary  35-42
    2.9 The Information Processing System  35-38
      2.9.1 The Definition of the Memory  35
      2.9.2 The Structure of the Memory  35-37
      2.9.3 Central Issues in Language Processing  37-38
    2.10 Dimensions of Word Knowledge  38
    2.11 The Organization of the Internal Lexicon  38-39
      2.11.1 Hierarchical Network Model  38-39
      2.11.2 Spreading Activation Model  39
    2.12 Lexical Access  39-42
      2.12.1 Serial Search Model  39
      2.12.2 Parallel Search Model  39-42
        2.12.2.1 Morton's Logogen Model  39-40
        2.12.2.2 Marslen-Wilson's Cohort Model  40-42
Chapter Three Research Design  42-52
  3.1 Introduction  42
  3.2 Research Questions  42-43
  3.3 Hypotheses  43
  3.4 General Rationale  43
  3.5 Subjects  43-44
  3.6 Instruments  44-45
    3.6.1 The Teaching material  44
    3.6.2 The Test Paper Design and the Testification of Its Appropriateness  44-45
    3.6.3 The Application of the Authoritative Scores  45
  3.7 Method  45-47
  3.8 The Adaptive Training and Feedback Collection  47
    3.8.1 The Subjects' Feedback on the Teaching Materials  47
    3.8.2 The Subjects' Feedback on the Teaching Approaches  47
    3.8.3 The Subjects' Feedback on the Time Arrangement  47
  3.9 Some Modifications in Teaching Material and Time Arrangement  47-48
  3.10 The Pre-Test  48
  3.11 The Main Experiment  48-49
    3.11.1 The Student Attendance  48
    3.11.2 The Treatment of the Experiment  48-49
  3.12 Post-Test  49-50
  3.13 The Control over Extraneous Variables  50-52
Chapter Four Data Presentation and Discussion  52-72
  4.1 Data Collection  52
    4.1.1 Data Processing  52
  4.2 The Presentation of the Testing Results  52-55
    4.2.1 The Result of the Post-test  52-55
  4.3 Discussion  55-72
    4.3.1 The Modes the Chinese Students Resort in L2 Vocabulary Learning  55-56
    4.3.2 The Appropriateness for the Application of Mnemonics in the Viewpoint of the Adolescents' Cognitive Growth  56-58
      4.3.2.1 The Knowledge Structure of the Adolescents  56
      4.3.2.2 The Velocity and the Capacity of the Information Processing  56
      4.3.2.3 The Enhancement of the Meta-Cognitive Ability  56-58
        4.3.2.3.1 The Maturity of Meta-Memory  57
        4.3.2.3.2 The Development of Meta-Comprehensive Ability  57
        4.3.2.3.3 The Improvement of Meta-Learning Ability  57-58
        4.3.2.3.4 The Growth of the Adolescents' Meta-Cognition and Problem Solving  58
      4.3.2.4 The Adolescent's Plasticity  58
    4.3.3 The Development of Adolescent's Intelligence  58
    4.3.4 The Comparison of the Two Approaches in the Viewpoint of Information Processing  58-62
      4.3.4.1 Short-Term Memory  59-61
        4.3.4.1.1 The Capacity of Short-Term Memory and the Relevant Influence Factors on Restructure of Chunks  59-60
        4.3.4.1.2 The Modes of the Information Coding of Short-Term Memory and Its Relevant Influence Factors  60-61
        4.3.4.1.3 Retrieval from Short-Term Memory  61
      4.3.4.2 The Long-Term Memory and Retrieval  61-62
    4.3.5 The Advantages of the Employment of Mnemonics  62-66
      4.3.5.1 The Optimization of the Chunks  62-63
      4.3.5.2 The Association Conducted between Language and Image  63
      4.3.5.3 Synergistic Effect  63
      4.3.5.4 Relevance  63-64
      4.3.5.5 The Application of the Existing Knowledge Context  64
      4.3.5.6 Deep Processing  64-65
      4.3.5.7 Cognitive and Sentimental Factors  65-66
      4.3.5.8 Contextualization  66
    4.3.6 The Disadvantages of the Word-Formation  66-68
      4.3.6.1 Insufficient Target Language Exposure  66-67
      4.3.6.2 The Difference between the Mother Tongue and the Target Language  67
      4.3.6.3 The Problems Existing in Actual Application  67-68
      4.3.6.4 Decontextualization  68
    4.3.7 The Diverse Performances of the Two Groups in Their Classes  68-69
    4.3.8 The Limitations of the Mnemonic Techniques  69-70
    4.3.9 The Relationship between Mnemonic Technique and Word-Formation  70
    4.3.10 The Limitations of the Experiments  70-72
Chapter Five Conclusion and Implication  72-79
  5.1 Conclusion  72-73
  5.2 Implications  73-78
    5.2.1 Implication for Memorizing Vocabulary  73
    5.2.2 Implications for ELT  73-75
    5.2.3 Implications for the Study of SLVA  75-76
    5.2.4 The Implication for EFL  76-77
    5.2.5 Implications for the Mnemonics Study  77-78
  5.3 Further Research Suggestions  78-79
APPENDIX Ⅰ:The Test Paper Design for the Post-test  79-81
APPENDIX Ⅱ:The Sequence and Approaches Used in the Two Groups  81-87
APPENDIX Ⅲ:The Class Schedule of the two Groups  87-88
Bibliography  88-96
原创性声明  96
关于学位论文使用授权的声明  96-97
中文详细摘要  97-112

中国学生英语课堂环境下记忆术与构词法两种词汇教学方式比较的实证研究

内容摘要

全文目录

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