中国学生英语课堂环境下记忆术与构词法两种词汇教学方式比较的实证研究 ——从青少年发展认知的角度谈起

论文摘要

对于每一个第二语言学习者而言，词汇的重要性都是不言而喻的。但在传统的外语教学中，词汇教学却一直处于边缘地位，直到二十世纪后期，词汇教学才逐渐受到研究者的重视，并开始从边缘走向中心。 如何有效地习得第二语言的词汇是众多词汇习得的研究者关心的焦点。西方的研究主要集中在关键词法上。实验证明，这种方法对于印欧语系的二语学习者是有效的。由于语系、语言环境等原因，东方的二语学习者，特别是中国的外语学习者在使用这种方法时遇到了很多实际困难。如何帮助中国学习者，特别是青少年学生有效地学习二语词汇，研究者进行了大量的研究并提出了一些有效的方法，记忆术和构词法就是其中的两种。 本研究就记忆术和构词法两种方法进行共时和历时的实验比较，并从青少年认知发展、记忆、知识背景等角度进行对比研究，证明了记忆术比构词法在青少年中使用更有效。其原因在于记忆术本身的趣味性以及记忆过程中的同化和顺化等作用。而构词法却在记忆过程中增加了记忆的工作负荷。此外，记忆术的增效作用也要比构词法大得多。 记忆术在教学中很少使用，其原因就在于许多教师认为记忆术不严肃，这种观念影响了记忆术在二语习得的中的使用。最后，本文提出记忆术应该在语言教学中应发挥更大的作用，外语教材的编写也应该考虑记忆术的使用，记忆术应该进入研究者的研究范围，而且应该有其合理的学术地位。相信随着研究的发展，这个古老的“术”仍会使现代的语言学习者受益。 全文共分五个部分：第一章简要介绍研究的背景目的及整体结构，第二章包括四个部分：词汇在外语教学中的地位变迁；记忆术在语言教学中的使用；青少年的认知发展；记忆语词汇提取。第三章研究实验设计。第四章实验结果讨论。第五章结论及本研究的意义。

论文目录

• Acknowledgments
• Abstract （English）
• Abstract （Chinese）
• Abbreviations used in this thesis
• Contents
• Chapter One Introduction
• 1.1 Research Background
• 1.2 Research Objectives
• 1.3 General Organization
• Chapter Two Literature Review
• Part One:The Historical and Current Situation of L2 Vocabulary Instruction
• 2.1 A General Survey of L2 Vocabulary Instruction Modes in the ModernHistory
• 2.2 The Alteration of the View on L2 Vocabulary Instruction in the ModernHistory
• 2.3 The Current Trends in L2 Vocabulary Instruction
• Part Two:An Overview of the Application of the Mnemonic Techniques in L2 Vocabulary Learning
• 2.4 An Overview of the Application of Mnemonics in L2 VocabularyInstructionAbroad
• 2.4.1 Verbal Mnemonics
• 2.4.2 Imagery Mnemonics
• 2.4.3 Using Visual Imagery
• 2.4.4 Chunking
• 2.4.5 Hierarchical Organization
• 2.5 A Review of the Application of Mnemonics in L2 Vocabulary Learning at Home
• Part Three:The Adolescents' Cognitive Growth
• 2.6 The Definition of Adolescence
• 2.7 The Divination of the Adolescence
• 2.8 The Relevant Characteristics of the Cognitive Growth in Adolescence
• 2.8.1 The Characteristics of Adolescent's Perception
• 2.8.2 The Characteristics of Cognitive Growth
• 2.8.3 Language and Information Processing
• 2.8.4 Adolescents' Capacity of Information Processing
• 2.8.4.1 The Knowledge Base of the Adolescents
• 2.8.4.2 The Volume and the Velocity of the Information Processing
• 2.8.4.3 The Development of Adolescents' Meta-Cognition
• 2.8.4.4 The Development of the Meta-Memory
• 2.8.4.5 The Development of the Meta-Comprehension
• 2.8.4.6 The Development of the Meta-Learning Ability
• 2.8.4.7 Adolescent's Meta-Cognition and Problem Solving
• 2.8.4.8 The Development of Adolescent's Intelligence
• Part Four:The Memory and Retrieval of L2 Vocabulary
• 2.9 The Information Processing System
• 2.9.1 The Definition of the Memory
• 2.9.2 The Structure of the Memory
• 2.9.3 Central Issues in Language Processing
• 2.10 Dimensions of Word Knowledge
• 2.11 The Organization of the Internal Lexicon
• 2.11.1 Hierarchical Network Model
• 2.11.2 Spreading Activation Model
• 2.12 Lexical Access
• 2.12.1 Serial Search Model
• 2.12.2 Parallel Search Model
• 2.12.2.1 Morton's Logogen Model
• 2.12.2.2 Marslen-Wilson's Cohort Model
• Chapter Three Research Design
• 3.1 Introduction
• 3.2 Research Questions
• 3.3 Hypotheses
• 3.4 General Rationale
• 3.5 Subjects
• 3.6 Instruments
• 3.6.1 The Teaching material
• 3.6.2 The Test Paper Design and the Testification of Its Appropriateness
• 3.6.3 The Application of the Authoritative Scores
• 3.7 Method
• 3.8 The Adaptive Training and Feedback Collection
• 3.8.1 The Subjects' Feedback on the Teaching Materials
• 3.8.2 The Subjects' Feedback on the Teaching Approaches
• 3.8.3 The Subjects' Feedback on the Time Arrangement
• 3.9 Some Modifications in Teaching Material and Time Arrangement
• 3.10 The Pre-Test
• 3.11 The Main Experiment
• 3.11.1 The Student Attendance
• 3.11.2 The Treatment of the Experiment
• 3.12 Post-Test
• 3.13 The Control over Extraneous Variables
• Chapter Four Data Presentation and Discussion
• 4.1 Data Collection
• 4.1.1 Data Processing
• 4.2 The Presentation of the Testing Results
• 4.2.1 The Result of the Post-test
• 4.3 Discussion
• 4.3.1 The Modes the Chinese Students Resort in L2 Vocabulary Learning
• 4.3.2 The Appropriateness for the Application of Mnemonics in the Viewpoint of the Adolescents' Cognitive Growth
• 4.3.2.1 The Knowledge Structure of the Adolescents
• 4.3.2.2 The Velocity and the Capacity of the Information Processing
• 4.3.2.3 The Enhancement of the Meta-Cognitive Ability
• 4.3.2.3.1 The Maturity of Meta-Memory
• 4.3.2.3.2 The Development of Meta-Comprehensive Ability
• 4.3.2.3.3 The Improvement of Meta-Learning Ability
• 4.3.2.3.4 The Growth of the Adolescents' Meta-Cognition and Problem Solving
• 4.3.2.4 The Adolescent's Plasticity
• 4.3.3 The Development of Adolescent's Intelligence
• 4.3.4 The Comparison of the Two Approaches in the Viewpoint of Information Processing
• 4.3.4.1 Short-Term Memory
• 4.3.4.1.1 The Capacity of Short-Term Memory and the Relevant Influence Factors on Restructure of Chunks
• 4.3.4.1.2 The Modes of the Information Coding of Short-Term Memory and Its Relevant Influence Factors
• 4.3.4.1.3 Retrieval from Short-Term Memory
• 4.3.4.2 The Long-Term Memory and Retrieval
• 4.3.5 The Advantages of the Employment of Mnemonics
• 4.3.5.1 The Optimization of the Chunks
• 4.3.5.2 The Association Conducted between Language and Image
• 4.3.5.3 Synergistic Effect
• 4.3.5.4 Relevance
• 4.3.5.5 The Application of the Existing Knowledge Context
• 4.3.5.6 Deep Processing
• 4.3.5.7 Cognitive and Sentimental Factors
• 4.3.5.8 Contextualization
• 4.3.6 The Disadvantages of the Word-Formation
• 4.3.6.1 Insufficient Target Language Exposure
• 4.3.6.2 The Difference between the Mother Tongue and the Target Language
• 4.3.6.3 The Problems Existing in Actual Application
• 4.3.6.4 Decontextualization
• 4.3.7 The Diverse Performances of the Two Groups in Their Classes
• 4.3.8 The Limitations of the Mnemonic Techniques
• 4.3.9 The Relationship between Mnemonic Technique and Word-Formation
• 4.3.10 The Limitations of the Experiments
• Chapter Five Conclusion and Implication
• 5.1 Conclusion
• 5.2 Implications
• 5.2.1 Implication for Memorizing Vocabulary
• 5.2.2 Implications for ELT
• 5.2.3 Implications for the Study of SLVA
• 5.2.4 The Implication for EFL
• 5.2.5 Implications for the Mnemonics Study
• 5.3 Further Research Suggestions
• APPENDIX Ⅰ:The Test Paper Design for the Post-test
• APPENDIX Ⅱ:The Sequence and Approaches Used in the Two Groups
• APPENDIX Ⅲ:The Class Schedule of the two Groups
• Bibliography
• 原创性声明
• 关于学位论文使用授权的声明
• 中文详细摘要