詞匯呈現(xiàn)方式對(duì)中學(xué)生詞匯記憶的影響

1、分 類 號(hào)： H0 密 級(jí)： 無(wú) 學(xué)校代碼： 10414 學(xué) 號(hào)： 2014120092 碩士研究生學(xué)位論文 碩士研究生學(xué)位論文 Effects of Vocabulary Presentation Modes on Vocabulary Retention of Junior Midd

2、le School Students 詞匯呈現(xiàn)方式對(duì)中學(xué)生詞匯記憶的影響 詞匯呈現(xiàn)方式對(duì)中學(xué)生詞匯記憶的影響 易璐 易璐 院 所：外國(guó)語(yǔ)學(xué)院 導(dǎo)師姓名：黃慧 學(xué)位類別： 教育碩士 專業(yè)領(lǐng)域： 學(xué)科教學(xué)（英語(yǔ)）二○一七年五月 Abstract V ocabulary is an important component of language. V ocabulary teaching is an imp

3、ortant part of English teaching. As we know, it is important for students to learn English well in junior middle school. Most of words in junior middle school are core vocabularies. The most common presentation mode for

4、teachers and students is through word lists. Teachers and students are familiar to this way. The problems of single and dull way, high rate of forgetting prevail in the vocabulary learning. It is meaningful to explore th

5、e efficient presentation modes and investigate the effects of different presentation modes on retention. The major theoretical foundation are Elaboration Theory and the Depth of Processing Theory, this study examined th

6、e different effects of vocabulary retention by adopting three presentation modes (the presentation through a word list, the presentation through context with the meaning of target words and the presentation by inferring

7、the meaning of target words through context). The subjects in this research were 60 middle school students from three parallel classes in Grade 1, Yichun City. The top 20 students in each class in last monthly exam will

8、be selected and composed as a group. The 60 subjects were divided into three groups. Each group adopted one presentation mode respectively. 10 English words were selected from the reading material and the target words we

9、re the 10 words. After each presentation, two posttests were conducted in this study: one immediate memory test 15 minutes later and one delayed retention test a week later. The data results were analyzed by SPSS19.0. B

10、ased on the findings and data analysis, the following conclusions were obtained: (1) In vocabulary teaching, different presentation modes produced different effects on retention. In the short-term memory test, the prese

11、ntation through a word list (Mode 1) yielded the best effect. The presentation by inferring the meaning of target words through context (Mode 3) had the worst effect, and the presentation through context with the meaning

12、 of target words (Mode 2) lied between them. However, no significant difference exists in the three modes in STMT. (2) In the long-term memory test, the effects of retention increased gradually. That is to say, the prese