“注意”对中国大学生头韵词块记忆的影响

论文摘要

近些年来,越来越多的研究表明学习者的二语水平与其掌握的二语词块数量有很大关系。然而词块数量庞大,如何将其记忆却是一大难题。根据近来提出的“头韵策略”,头韵有利于记忆,且“注意”可加强这种功能。本文基于Lindstromberg and Boers (2008a)的研究,通过两个实验探讨“注意”对中国大学生头韵词块记忆的影响。实验一通过分析被试对四类短语分类的结果研究学习者能否在没有任何指导的条件下注意到头韵短语。实验二选用与实验一不同的被试,将其分成实验组和控制组,通过对实验组和控制组的短语产出结果进行分析,从而研究：1.头韵短语是否比无语音重复的短语好记；2.通过引导学习者注意能否加强其对头韵短语的即时记忆；3.通过引导学习者注意能否进而加强其对头韵短语的延时记忆。实验二的具体过程为：首先,研究者通过三个例子引导实验组的被试注意头韵现象,对控制组的被试则不进行引导。然后,要求实验组和控制组的被试朗读26个目标短语(13个押头韵,13个无语音重复)。两分钟后给实验组和控制组的被试每人发一张白纸,要求他们写下他们所能记住的全部短语。一周后让两组学生从52个短语中(26个干扰项)识别并划出先前读过的26个短语。研究者对实验一中被试分类结果逐个进行分析描述并对实验二中两组被试先后两次头韵短语和无语音重复短语产出结果用SPSS11.5社会科学统计软件进行统计。结果表明：1.实验一中大部分学生对短语的分类混乱,说明他们没有注意到头韵现象；2.实验二中控制组学生写下的头韵短语的数量远远高于其写下的无语音重复短语的数量,说明头韵短语比无语音重复短语好记；3.实验组学生写出的头韵短语的数量远远高于控制组学生写出的头韵短语的数量,说明通过引导实验组学生注意短语中的头韵现象强化了他们对短语的即时记忆；4.一周后实验组学生划出的头韵短语数量远远高于控制组学生划出的头韵短语的数量,说明通过引导实验组学生注意短语中的头韵现象进一步强化了他们对短语的延时记忆。以上结果表明：“注意”对中国大学生头韵词块的记忆有显著的促进作用。

论文目录

• Acknowledgement
• Abstract
• 摘要
• List of Tables
• List of Figures
• List of Abbreviations
• Chapter One INTRODUCTION
• 1.1 Background of the Study
• 1.2 Purpose of the Study
• 1.3 Significance of the Study
• 1.4 Scope of the Study
• 1.5 Organization of the Paper
• Chapter Two THEORETICAL FRAMEWORK
• 2.1 Noticing
• 2.1.1 Definition of Noticing
• 2.1.2 Noticing and SLA
• 2.1.3 Influences on Noticing
• 2.2 Lexical Chunk
• 2.2.1 Definition
• 2.2.2 Lexical Chunks and SLA
• 2.2.3 The Lexical Approach
• 2.3 Etymological Elaboration and Alliteration Strategy
• 2.3.1 Etymological Elaboration
• 2.3.2 Alliteration Strategy
• 2.4 Application of Previous Theories and Techniques in Present Study
• 2.5 Summary
• Chapter Three LITERATURE REVIEW
• 3.1 Review of Relevant Researches
• 3.2 Strengths and Weaknesses of Previous Studies
• 3.2.1 Strengths
• 3.2.2 Weaknesses
• 3.3 Originality of Present Study
• 3.4 Summary
• Chapter Four RESEARCH DESIGN
• 4.1 Research Questions and Hypotheses
• 4.2 Experimental Design
• 4.2.1 Experiments
• 4.2.2 Variables
• 4.3 Experimental Procedures
• 4.3.1 Procedures for Experiment 1
• 4.3.2 Procedures for Experiment 2
• 4.4 Summary
• Chapter Five METHODOLOGY
• 5.1 Pilot Study
• 5.2 Control of Intervening Variables
• 5.3 Participants
• 5.4 Materials
• 5.5 Data Collection
• 5.6 Scoring
• 5.7 Statistical Analysis
• 5.8 Summary
• Chapter Six RESULTS AND DISCUSSION
• 6.1 Results and Discussion of Research Question 1
• 6.1.1 Results
• 6.1.2 Discussion
• 6.2 Results and Discussion of Research Question 2
• 6.2.1 Results
• 6.2.2 Discussion
• 6.3 Results and Discussion of Research Question 3
• 6.3.1 Results
• 6.3.2 Discussion
• 6.4 Results and Discussion of Research Question 4
• 6.4.1 Results
• 6.4.2 Discussion
• 6.5 Summary
• Chapter Seven CONCLUSION AND IMPLICATIONS
• 7.1 Conclusion
• 7.2 Implications
• 7.3 Limitations of Current Study and Suggestions for Future Research
• NOTES
• REFERENCES
• APPENDICES
• Appendix A Phrases of the Delayed Recognition Task of Experiment 2
• Appendix B Example of Alliterative Phrases Underlined by the Experimental Group inTask 1 of Experiment 2
• Appendix C Example of Production of Alliterative Phrases and No-Repetitive Phrasesby Experimental Group in Task 1 of Experiment 2
• Appendix D Example of Production of Alliterative Phrases and No-Repetitive Phrasesby Control Group in Task 1 of Experiment 2
• Appendix E Example of Identifying Production of Alliterative Phrases by ExperimentalGroup in Task 2 of Experiment 2
• Appendix F Example of Identifying Production of Alliterative Phrases andNo-Repetitive Phrases by Control Group in Task 2 of Experiment 2
• 本文作者在攻读硕士学位期间论文发表情况