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多媒体呈现方式对英语词汇记忆影响的实验研究

作　者: 陈熳丽
导　师: 杨文滢
学　校: 广州大学
专　业: 学科教学
关键词: 英语词汇教学多媒体呈现方式词汇记忆效果
分类号: H319
类　型: 硕士论文
年　份: 2011年
下　载: 23次
引　用: 0次
阅　读: 论文下载

内容摘要

词汇是语言的基本组成部分。词汇教学在中国英语教学中起着重要作用。探索有效的词汇呈现方式具有重要的现实意义。本文以信息加工理论,双重编码理论和建构主义学习理论为基础,测试了多媒体呈现方式与非多媒体呈现方式所产生的不同的英语词汇学习与记忆效果。实验选取了初一两个班级共100名学生为受试者,两组词汇共14个英语单词为实验材料。为保证实验的效度和信度,两种呈现方式在两个班级交替进行。每次呈现完成后受试者接受一次短时记忆测试,一周后进行长时记忆测试。测试数据采用SPSS统计软件进行定量分析,得出相关结论。最后受试者接受一份对呈现方式的态度和效果的调查问卷。数据分析结果显示以下发现：(1)不同的词汇呈现方式对英语词汇学习产生不同的记忆效果；(2)呈现方式一与呈现方式二所取得的测验成绩有显著差异,呈现方式一的短时记忆与长时记忆效果都比呈现方式二的好；(3)无论采用哪一种呈现方式,短时记忆效果都比长时记忆效果更好,且有显著性差异；(4)两种呈现方式均表现出不同程度的遗忘趋势,使用呈现方式一的记忆量衰减程度更大,而使用呈现方式二的记忆量损失稍小；(5)大部分受试者都更喜欢教师用多媒体进行词汇呈现。基于实验发现以及相关解释和讨论,得到以下启示：多媒体呈现方式比非多媒体呈现方式更能有效地呈现新词汇给学生；通过多媒体呈现方式,新词汇的记忆效果较好,尤其是短时记忆效果,但是记忆衰减现象存在,且衰减速度较快。最后本研究提出了对以后研究的建议,以期有所帮助。

全文目录

Acknowledgements  5-6
Abstract  6-8
摘要  8-12
Abbreviations  12-13
List of Tables and Figures  13-14
Chapter One Introduction  14-18
  1.1 Research background  14-15
  1.2 Research objective  15-16
  1.3 Research significance  16-17
  1.4 Layout of the thesis  17-18
Chapter Two Literature Review  18-28
  2.1 Previous researches on vocabulary presentation  18-22
    2.1.1 The definitions of vocabulary presentation  18-19
    2.1.2 Previous studies on vocabulary presentation abroad and in China  19-22
    2.1.3 Summary  22
  2.2 Previous researches on multimedia assisted vocabulary teaching  22-28
    2.2.1 The definitions and environment of multimedia  22-23
    2.2.2 Advantages of multimedia in language teaching  23-25
    2.2.3 Related studies on multimedia assisted English vocabulary teaching abroad and in China  25-27
    2.2.4 Summary  27-28
Chapter Three Theoretical Framework  28-39
  3.1 Information processing theory  28-31
    3.1.1 Three stages of the memory process  28
    3.1.2 Three phases of memory  28-30
    3.1.3 Some related studies  30-31
    3.1.4 Summary and implication on vocabulary presentation  31
  3.2 Dual coding theory  31-35
    3.2.1 Brief introduction to DCT  32-33
    3.2.2 Related studies  33-35
    3.2.3 Summary and implication on vocabulary presentation  35
  3.3 Constructivist learning theory  35-39
    3.3.1 Main ideas of constructivism  35-36
    3.3.2 Constructivist learning environment  36-37
    3.3.3 Implication on the vocabulary teaching in China  37-39
Chapter Four Methodology  39-53
  4.1 Brief introduction to the research  39-40
  4.2 Research questions and hypotheses  40
  4.3 Subjects  40-41
  4.4 Variables  41-43
    4.4.1 Independent variable and dependent variable  41
    4.4.2 Control variable  41-42
    4.4.3 Moderator variable and intervening variable  42-43
  4.5 Target words  43-44
  4.6 Research instruments  44-46
    4.6.1 Pretests of target words  44
    4.6.2 Vocabulary tests  44-45
    4.6.3 Questionnaires  45-46
  4.7 Experiment procedure  46-50
    4.7.1 Schedule of the experiment  46
    4.7.2 Stages of the experiment  46-47
    4.7.3 Vocabulary teaching experiment  47-50
  4.8 Data collection and analysis  50-51
    4.8.1 Collection  50-51
    4.8.2 Data analysis  51
  4.9 Summary  51-53
Chapter Five Results and Discussion  53-66
  5.1 Analysis of tests  53-61
    5.1.1 Analyses of pre-test  53-54
    5.1.2 Analyses of the tests on different presentation modes  54-57
    5.1.3 Comparisons of the two tests on each presentation mode  57-58
    5.1.4 Comparisons of the memory-fading tendencies of the two modes  58-59
    5.1.5 Analyses of the questionnaire surveys  59-61
  5.2 Findings and discussions  61-64
    5.2.1 Findings and discussions of the tests results  61-63
    5.2.2 Findings and discussions of the questionnaire results  63-64
  5.3 Summary  64-66
Chapter Six Conclusion  66-71
  6.1 Major findings of the study  66-67
  6.2 Implications for English vocabulary teaching  67-68
  6.3 Limitations of the study  68-69
  6.4 Suggestions for further research  69-71
References  71-75
Appendices  75-93
  Appendix Ⅰ Pre-test  75-82
  Appendix Ⅱ Vocabulary selection  82-83
  Appendix Ⅲ Vocabulary teaching materials  83-85
  Appendix Ⅳ Vocabulary tests papers  85-87
  Appendix Ⅴ Questionnaires of vocabulary learning  87-89
  Appendix Ⅵ Questionnaire of the two presentation modes  89-90
  Appendix Ⅶ Achievements scores  90-92
  Appendix Ⅷ Questionnaire scores  92-93

多媒体呈现方式对英语词汇记忆影响的实验研究

内容摘要

全文目录

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