关联网络在词汇学习中的作用

论文摘要

本文是根据记忆理论中的分层处理理论提出关联网络体系这一词汇学习模式。阐述这一学习模式对于词汇记忆的有效性,从而探寻更为有效的词汇学习策略。根据分层处理理论,词汇学习可以分为浅层编码记忆和深层编码记忆。浅层记忆依赖于形态学和语音的特点,而深层编码记忆则依赖于语义的特点。关联网络体系则正是体现了浅层编码记忆和深层编码记忆的结合。关联网络体系是通过主根音变、构词、语义联想和主题联想等手段构成词汇网络。试验的假设包括两方面内容:关联习得策略有助于提高学习者的短暂记忆;关联习得策略有助于增强学习者长期记忆。调查试图通过对比实验组和控制组在不同习得策略作用下所产生的不同效果证明/证伪各个假设。试验采取多个步骤、多种形式。首先,作者通过问卷调查获知目前师生认为最有效的词汇习得策略是“在上下文中学单词”,然后分别以该策略和关联网络对控制组和实验组传授目标词汇。通过间隔两周的测试和再次测试对比两组实验对象的短暂记忆和长期记忆。最终的统计结果显示,关联网络体系对于各层次的学习者而言,该习得策略对于高、中水平学习者的词汇习得有较强的促进作用,但对于低水平学习者而言关联习得策略不如“在上下文中学单词”有效;试验结果还证明关联网络这一习得策略作用于短暂记忆时的适用人群是中等水平的学习者,但就长期记忆而言,高等水平的学习者则成为其最适用人群。关联网络体系这一认知记忆模式在外语词汇学习中起到积极的辅助作用。它对于具备一定词汇知识的学习者而言有较为显著的加强记忆的功能。但和任何其他的学习策略一样,关联网络也有它自身的局限性—它无法适用于任何水平等级的词汇学习者。因此,教师应潜移默化地培养学生利用关联记忆单词的习惯,因材施教,充分、恰当地利用这一认知学习策略。

论文目录

• 摘要
• Abstract
• Chapter 1 Introduction
• 1.1 The Problem
• 1.2 Research Questions and Objectives
• 1.2.1 Research Questions
• 1.2.2 Objectives
• 1.3 Type of Research and Hypotheses
• 1.3.1 Types of Research
• 1.3.2 Hypotheses
• Chapter 2 Theoretical Framework and Related Literature
• 2.1 Theoretical Framework
• 2.1.1 Introduction
• 2.1.2 Modal Memory Model
• 2.1.3 Information Process of Memory
• 2.1.4 Level-of-Processing Approach
• 2.1.5 Rote Reception and Meaningful Reception
• 2.1.6 Spreading Activation Model
• 2.2 Related Literature
• 2.2.1 Introduction
• 2.2.2 Receptive vs. Productive Vocabulary
• 2.2.3 Vocabulary Storage
• 2.2.4 The Networks of L2 Vocabulary Learning
• 2.2.5 Perspectives on Vocabulary Learning
• Chapter 3 Method
• 3.1 Introduction
• 3.2 Participants
• 3.3 Design and Data Analysis
• 3.3.1 Introduction
• 3.3.2 Data Analysis
• 3.4 Materials
• 3.5 Procedures
• Chapter 4 Results
• 4.1 Introduction
• 4.2 Preliminary Data Analysis
• 4.3 Secondary Data Analysis
• 4.3.1 Student T-test
• 4.3.2 Procedure for Testing of Statistical Significance
• 4.3.3 Results of the Student T-test
• Chapter 5 Discussion
• 5.1 Introduction
• 5.2 Association as an L2 Vocabulary Learning Strategy
• 5.2.1 Cognitive Concepts about Association Network
• 5.2.2 Constructing Word Networks by Associating Related Words
• 5.2.3 Interpretation of the New Model
• 5.2.4 Supportive Evidence
• 5.3 Testing Hypotheses
• 5.3.1 Testing the Relationship between AT and HP
• 5.3.2 Testing the Relationship between AT and IP
• 5.3.3 Testing the Relationship between AT and LP
• 5.4 Summary
• 5.5 Discussion on Other Questions
• 5.5.1 Effects on Students of All Levels
• 5.5.2 Gender Difference in the Application of Association Strategy
• 5.5.3 Effects on the Receptive and Productive Learning
• Chapter 6 Conclusion
• 6.1 Summary
• 6.2 Validity and Reliability
• 6.3 Limitations and Further Research
• References
• Appendix
• Published Paper
• Acknowledgements