自我参照效应在高中英语词汇教学中的应用

发布时间：2018-01-21 00:35

本文关键词： 英语词汇教学自我参照效应词汇学习效果词汇产出　出处：《山东师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：词汇学习是语言学习的基础和先决条件,词汇教学重要性不容忽视。《普通高中英语课程标准(实验)》(以下简称“新课标”)对高中英语词汇教学的要求更高,不仅体现在词汇量的增大,而且要求学生会运用所学词汇。词汇运用不仅要注重交际性、灵活性和实用性,而且应该紧跟时代与社会发展的步伐。然而,“新课标”推行的十多年来,高中英语词汇教学依然存在落后的一面。教师不能及时更新知识储备和教学方法,学生找不到词汇学习的高效方法。学生学习词汇仍存在机械记忆、不能灵活运用等问题。如果这种情况始终不能改变,学生就会渐渐失去词汇学习的兴趣,词汇的学习短板会导致整个英语学习与教学处于落后被动的局面。心理学中存在自我参照效应,即记忆材料与自我相关联时记忆效果更佳。为了更好地解决高中生词汇记忆的问题,本文尝试将自我参照效应与词汇教学相结合,运用问卷调查、实验、访谈等方法来探究自我参照效应对词汇教学的作用。为了探究自我参照效应与词汇教学的关系,首先要调查高中生所偏好的自我参照类型。其次要将传统词汇教学下的词汇学习效果与自我参照教学下的词汇学习效果进行对比分析。而高中生的词汇学习效果可通过态度、兴趣、行为、词汇测试成绩、写作中的词汇输出量等维度来衡量。本研究在一所高中的两个平行班进行,实验班进行自我参照词汇教学,控制班运用传统方法进行词汇教学。笔者在为期三个月的教学实验中,在实验班与控制班进行了两次问卷调查与两次词汇测试来探究学生们的词汇学习效果。本研究发现,高中生偏向于教师利用周围的人或事为例来进行造句。具体的参照类型包括教师自己、同学和偶像。但是,大多数学生不喜欢教师以自己的亲人为例来学习词汇。其次,基于自我参照效应的词汇教学可以提升学生学习词汇的态度、兴趣与行为。最后,基于自我参照效应的词汇教学可以提高学生的词汇学习效果,同时也可以提高写作的新词汇输出量。总而言之基于自我参照的词汇教学要比传统的词汇教学更有效,建议高中英语教师使用生活中的人或事为例进行词汇的记忆与学习。
[Abstract]:Vocabulary learning is the foundation and prerequisite of language learning. The importance of vocabulary teaching can not be ignored. The English Curriculum Standard (experiment) of General Senior High School (hereinafter referred to as "New Curriculum Standard") requires higher vocabulary teaching in senior high school, which is not only reflected in the enlargement of vocabulary. Students should not only pay attention to communication, flexibility and practicality, but also keep pace with the development of the times and society. However, the New Curriculum Standard has been implemented for more than a decade. High school English vocabulary teaching is still backward. Teachers can not update the knowledge reserve and teaching methods in time, students can not find an efficient method of vocabulary learning. Students still have mechanical memory to learn vocabulary. If this situation remains unchanged, students will gradually lose interest in vocabulary learning. The lack of vocabulary learning will lead to the whole English learning and teaching in a backward and passive situation. There is a self-referential effect in psychology. In order to better solve the problem of high school students' vocabulary memory, this paper tries to combine self-reference effect with vocabulary teaching, using questionnaires and experiments. In order to explore the relationship between self-referential effect and vocabulary teaching, this paper explores the role of self-reference effect in vocabulary teaching. First of all, we should investigate the self-reference type preferred by senior high school students. Secondly, we should compare the effects of vocabulary learning in traditional vocabulary teaching with those in self-reference teaching. Through attitude. This study was conducted in two parallel classes in a high school, and the experimental class conducted self-referential vocabulary teaching. The control class uses the traditional method to carry on the vocabulary teaching. The author carries on the teaching experiment in three months. Two questionnaires and two vocabulary tests were conducted in the experimental class and the control class to explore the effects of vocabulary learning. High school students prefer teachers to use people or things around them as examples to make sentences. Specific reference types include teachers themselves, classmates and idols. However. Most students do not like teachers to take their relatives as an example to learn vocabulary. Secondly, vocabulary teaching based on self-reference effect can enhance students' attitude, interest and behavior in vocabulary learning. Vocabulary teaching based on self-reference effect can improve students' vocabulary learning effect. At the same time, it can also improve the output of new vocabulary. In a word, self-reference-based vocabulary teaching is more effective than traditional vocabulary teaching. It is suggested that high school English teachers use people or things in life as an example to memorize and learn vocabulary.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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