联结主义论文：联结主义理论在大学英语词汇教学中的应用研究.doc

联结主义论文：联结主义理论在大学英语词汇教学中的应用研究【中文摘要】词汇学习一直是英语学习过程中的重点,贯穿整个英语学习的过程。学生必须掌握大量的词汇。长期以来,教师在教学过程中并未给予词汇教学方法以足够的重视。近年来,词汇学习已成为二语学习的中心,越来越多的二语习得研究者开始关注词汇学习与教学在各个语言学习阶段的重要性。事实上,词与词之间并不是独立分开的,词与词之间会通过语义关系结成语义网络。联结主义理论,以PDP(平行分布加工)模式为中心理论,指出新的信息与我们脑中已存在的信息有一定的联系。有生词出现时,相关的已知信息将会在分析与记忆处理中被激活。因此,根据这一理论,词与词之间相互联结,可以构成语义网络。本研究借助认知心理学中的联结主义理论,利用词与词之间的语义关系,对学生采取相应的对策,并通过实证研究来验证按照联结主义记忆模式,利用词汇的语义关系建立语义网络是否有效有助于学生的词汇学习,力求在完善词汇教学方面有所突破。借助认知心理学中的联结主义理论,论述了联结主义的记忆模式。指出词汇在联结主义理论下的关系网络,即词汇的意义联结。对于词汇教学具有重要的指导意义。由词汇的语义关系,强调了诸如一词多义、上下义、同义、反义等这样的语义关系与联结主义的结合。在语义关系中,.【英文摘要】Vocabulary is always an essential part in language learning process. Students must learn large amount of words. However, vocabulary has been neglected in programs for teachers during much of the twentieth century. In recent years, more language students and teachers pay attention to vocabulary learning, and began to realize the important role played by words in language learning process. Based on connectionism, words are not independent units, but interconnected in the form of semantic networks. Words shoul.【关键词】联结主义 语义关系 记忆模式【英文关键词】connectionism sense relations memory model【目录】联结主义理论在大学英语词汇教学中的应用研究Acknowledgements5-6摘要6-7Abstract7-8Contents9-11List of Tables11-12Abbreviations12-13Chapter 1 Introduction13-161.1 Background of the Research13-141.2 Purpose and Significance of the Research141.3 Overview of the Research14-16Chapter 2 Literature Review16-332.1 Theoretical Foundations on Connectionism16-232.1.1 Definition of Connectionism16-182.1.2 Characteristics of PDP Model18-212.1.3 Relationship of Study and Memorization under Connectionist Model21-232.2 Network of Vocabulary under Theory of Connectionism23-282.2.1 Sense Relations24-252.2.2 Semantic Network Of Lexicon25-272.2.2.1 Synonymy252.2.2.2 Polysemy25-262.2.2.3 Homonymy262.2.2.4 Hyponymy262.2.2.5 Antonymy26-272.2.3 Summary27-282.3 Study on English Vocabulary Teaching Home and Abroad28-312.3.1 English Vocabulary Teaching Abroad28-302.3.2 English Vocabulary Teaching at Home30-312.4 Summary31-33Chapter 3 Research Methodology33-403.1 The Research Objectives33-343.2 The Research Method34-403.2.1 Subjects343.2.2 Five Essential Steps in Teaching Process34-403.2.2.1 Encountering New Words353.2.2.2 Getting the Word Form35-363.2.2.3 Constructing Sense Relation36-373.2.2.4 Consolidating Word Form and Meaning in Memory37-393.2.2.5 Using the Words39-40Chapter 4 Results and Discussion40-474.1 Results and Discussion of Interview40-424.2 Results and Discussion of Pre-test42-434.3 Results and Discussion of Post-test43-47Chapter 5 Conclusion47-525.1 Summary of Findings475.2 Pedagogical Implications47-495.3 Limitations and Suggestions49-505.4 Concluson