词汇记忆策略论文大学生英语词汇记忆策略实证研究.doc

词汇记忆策略论文：大学生英语词汇记忆策略实证研究【中文摘要】近年来,随着学习策略的研究在国内的迅速升温,词汇学习策略也逐渐受到关注。在英语词汇的学习过程中,词汇的有效记忆是最为重要的,因此词汇记忆策略作为有效习得词汇的一种手段,其作用就不言而喻,其研究对第二语言词汇的教与学具有重要的现实意义。然而,文献回顾与研究表明,国内英语词汇记忆策略的研究并不是很多,词汇记忆成了当代大学生面临的一个重要难题。本研究从这一普遍现象出发,挖掘其内在的原因,设立假设,采取应对策略,通过实际教学来验证,最终得出一个比较客观的结论,同时也探索性地提出了一些有用的学习建议和可供采用的策略。基于策略可以提高学习效果,本研究以地处西部欠发达地区的西北农林科技大学非英语专业大二本科生为研究对象,对学生进行词汇记忆策略培训,以此考察词汇记忆策略的使用效果以及学生使用策略的情况。本研究主要包括:掌握词汇记忆策略的培训对该校非英语专业大学生词汇记忆水平的影响、发现记忆策略掌握的多少对学生词汇记忆量的影响、找出非英语专业大学生喜欢的词汇记忆策略,探讨词汇记忆策略训练在词汇教与学中的必要性和可行性,以期对我国学生英语词汇学习提供一定的帮助。本研究采用量化研究和质化研究相结合的方法-教学实验法与访谈法,通过系统抽样和随机抽样的方法,选取西北农林科技大学170名非英语专业本科生为研究对象。以Atkinson和shiffrin(1968)的信息加工模式及Craik和Lockhart(1972)的记忆加工层次理论为理论基础,结合国内外学者对词汇记忆策略的分类,选取八种基于深编码法和浅编码法下的词汇记忆策略对学生进行培训,培训效果的检验采用词汇测试卷的形式。本研究使用SPSS 18.0对所收回的测试卷进行数据统计分析,结果发现:在词汇水平测试后测中,实验班学生成绩与控制班的相比有显著性的提高;实验1班学生的后测成绩明显高于实验2班;两个实验班的学生均喜欢使用词形分析策略、联想策略和图像嫁接策略,除此之外,实验1班的学生还喜欢使用滚动记忆策略和字母替换策略。由此得出结论:词汇记忆策略的培训效果明显,大大提高了学生的词汇记忆水平;使用多种词汇记忆策略的效果明显优于少量策略,掌握越多的策略越容易扩大学生的词汇记忆量;此外访谈结果发现词汇记忆策略的培养可以提高学生的英语学习兴趣,改善其词汇记忆观念。本研究结果对今后大学英语教学中词汇记忆策略的培训提供了有益的启示与建议:首先,对学生进行词汇记忆策略的相关培训是必要的,词汇记忆策略可以帮助学生高效地记忆单词,避免浪费时间和精力;其次,不同的词汇采用不同的策略记忆,能达到轻松有效记忆的效果,因此全面详尽词汇记忆策略的介绍和培训是有必要的;再次,不同水平的学生所适合的词汇记忆策略是不同的,同样的策略不一定适合所有的学生,因此应针对学生的个体差异,找出适合其的词汇记忆策略。【英文摘要】In recent years, with the booming of the research on language learning strategy, vocabulary memory strategy attracts much attention. In the process of learning vocabulary, the effectiveness of memorizing words is the most important. Thus, as a means of acquiring English words effectively, vocabulary memory strategies play an extremely important role in vocabulary learning, and research on it has practical significance. However, literature review and research reveal that the relevant research on vocabulary memory is not much enough and vocabulary memory is a main problem college students confront with. From this general phenomenon, the researcher tries to excavate the intrinsic reasons, establish assumption and apply coping strategies to verify through actual teaching in the present study, and ultimately arriving at a more objective conclusion. Meanwhile, some useful suggestions and adoptive strategies are put forward. Based on the view that strategies are helpful to improve the learning effect, the research with the non-English majors in Northwest A&F University-a university located in the underdeveloped northwest region of China as the subjects, to train them to use vocabulary memory strategies, aims to explore the effect of vocabulary memory strategy training and the usage of the strategies. The content of the research mainly includes investigating the influence of vocabulary memory strategy training on non-English majorsvocabulary proficiency, finding out the relationship between the amount of memory strategies and the vocabulary capacity and discovering the effective vocabulary memory strategies for non-English majors. Based on the results of these contents, the researcher explores the necessity and feasibility of vocabulary memory strategies in the process of English vocabulary teaching and learning, hoping to provide some useful information to Chinese English learners.The researcher adopts both quantitative and qualitative methods-teaching experiment and interview. 170 non-English majors are chosen by cluster and random sampling as its subjects. Based on the theories of Information Processing Model of Atkinson and Shiffrin (1968) and the Level of Processing Approach of Craik and Lockhart(1972), combining with classifications of vocabulary memory strategies from scholars at home and abroad, the researcher chooses eight strategies attached to shallow-encoding mnemonics and deep-encoding mnemonics to train the subjects. The training effect is examined through vocabulary proficiency test. The collected data is computed and analyzed by SPSS 18.0. The results are as follows: in vocabulary proficiency post-test, mean score of the subjects in the Experimental Classes is much higher than that in the Control Class; mean score of the subjects in the Experimental Class 1 is much higher than that in the Experimental Class 2; the subjects in the two Experimental Classes all like to use word formation strategy, association memory strategy and image graft strategy, and the subjects in the Experimental Class 1 like using rolling memory strategy and letter replacement memory strategy too. Therefore, the following conclusions are drawn. Vocabulary memory strategy training is very useful, which can greatly improve non-English majorsvocabulary proficiency. It is better to use more strategies than less ones; more English vocabulary memory strategies the subjects master, bigger vocabulary capacity they will expand. In addition, the results of the interview reflect vocabulary memory strategy training could improve the subjectsinterest and ideas in vocabulary learning.These findings may provide useful inspiration and suggestions on vocabulary memory strategy training in college English teaching. Firstly, vocabulary memory strategy can help the subjects to memorize words efficiently and to avoid wasting much time and energy, so vocabulary memory strategy training is essential. Secondly, it will get much better effect by using different types of vocabulary memory strategies to memorize words, so that careful introduction and training on various strategies is necessary. Thirdly, subjects in different levels use different strategies and the same strategy may not suit all the subjects, thus different strategies should be applied to the subjects according to individual differences.【关键词】词汇记忆策略 非英语专业大学生 词汇水平【英文关键词】vocabulary memory strategy non-English majors vocabulary proficiency【目录】大学生英语词汇记忆策略实证研究摘要5-7ABSTRACT7-8Chapter 1 Introduction11-151.1 Background11-131.2 Research Purpose and Significance13-141.3 The Structure of the Thesis14-15Chapter 2 Literature Review15-272.1 Theoretical Literature Review about English Vocabulary Memory Strategies15-202.1.1 English Vocabulary Memory on Psychological Perspective15-182.1.2 Classifications of English Vocabulary Memory Strategies18-202.2 Relevant Empirical Researches on Various English Vocabulary Memory Strategies20-272.2.1 Investigation on LearnersUsage of Vocabulary Memory Strategies20-232.2.2 Relevant Empirical Researches on the Relationship between Various English Vocabulary Memory Strategies and Vocabulary Proficiency23-27Chapter 3 Methodology27-323.1 Research Questions273.2 Subjects27-283.3 Instruments28-303.3.1 English Vocabulary Proficiency Test28-293.3.2 English Vocabulary Memory Strategy Training29-303.3.3 Interview303.4 The Procedure of the Experiment30-313.5 Data Collection313.6 Data Analysis31-32Chapter 4 Results32-444.1 Data Analysis of the Three Classes in Vocabulary Proficiency Pre-test and Post-test32-354.1.1 Pre-test Data Analysis32-334.1.2 Post-test Data Analysis33-354.2 T-test between Vocabulary Proficiency Pre-test and Post-test in Every Class35-384.3 Data Analysis of the Single Strategy38-424.4 Interview42-44Chapter 5 Analysis and Discussion44-525.1 Advantages of Vocabulary Memory Strategy Training over No Stra