双重代码理论在初中英语词汇教学中的应用研究

发布时间：2018-05-05 17:37

本文选题：双重代码理论 + 词汇教学　；参考：《山西师范大学》2017年硕士论文

【摘要】：作为语言的三大基本因素之一,人类交际的基础,信息的主要载体,词汇在语言学习过程中的作用是举足轻重的。根据《英语课程标准》的要求,初中学生应具备1500-1600左右的词汇,因此词汇教学成为关键部分。但是词汇量大且记忆困难,导致很多学习者感到力不从心或枯燥乏味,学习效率低下。词汇学习需要长期的积累,只有在有效的词汇学习方法的指引下,才能够达到理想的效果。二十世纪七十年代,心理学家佩维奥提出双重编码理论。他认为人类的认知过程包括两个编码处理系统,一是言语系统,负责语言信息的表征与加工;二是非言语系统,负责非言语信息的表征与加工。这两套系统既相互独立运行,又可以并行运作,也可以交叉激活。双重编码理论的一个重要观点是:以非语言形式和语言形式向学习者呈现信息能够增强学习者的记忆和识别。本文是基于DCT的初中英语词汇教学的实践与探讨,旨在运用此理论为理论基础开展教学,试图对英语词汇学习提供更多的帮助。在本篇论文中,力图解决的问题是:1.DCT在初中英语词汇教学中的应用能否有效的改善学生的英语学习,提高英语成绩?2.DCT能否有助于学生词汇的短时与长时记忆?3.DCT能否有助于提高学生词汇学习的兴趣,对词汇学习策略有所改善?本文以运城市古交镇古交中学初二年级两个平行班82名学生为研究对象展开研究,并通过实验前后的两次问卷和两次测验,以及词汇及时测验和延后测验,收集数据并运用SPSS17.0对所得数据进行分析,从而得出以下结论:1.在教学实践中,DCT有效的改善了学生的英语学习且英语成绩有所提高;2.DCT在初中英语词汇教学中的应用能提高学生的词汇短时记忆和词汇长时记忆;3.通过DCT词汇教学,学生对于词汇学习兴趣有所加强,词汇学习策略也得到了进一步改善。本研究证实了将双重代码理论与初中词汇教学有机结合,对于学生的英语学习有很大的帮助。但本研究仍然存在很多局限性,笔者希望今后更多研究者对此领域进行相关研究,有利于初中英语词汇教学的发展。
[Abstract]:As one of the three basic factors of language, the basis of human communication, the main carrier of information, the role of vocabulary in the process of language learning is very important. According to the requirements of English Curriculum Standard, junior middle school students should have about 1500-1600 vocabulary, so vocabulary teaching becomes a key part. However, the large vocabulary and memory difficulties lead to many learners feel unfit or boring, learning efficiency is low. Vocabulary learning requires long-term accumulation, only under the guidance of effective vocabulary learning methods, can achieve ideal results. In the 1970 s, the psychologist Pevio put forward the theory of double coding. He holds that human cognitive process consists of two coding processing systems, one is the speech system, which is responsible for the representation and processing of linguistic information, and the other is the non-verbal system, which is responsible for the representation and processing of non-verbal information. The two systems can run independently, simultaneously, or interactively. An important point of double coding theory is that presenting information to learners in non-linguistic and linguistic forms can enhance learners' memory and recognition. This paper is a practice and discussion of junior high school English vocabulary teaching based on DCT. It aims to use this theory as the theoretical basis to carry out teaching in an attempt to provide more help for English vocabulary learning. In this thesis, the problem to be solved is whether the application of DCT in junior high school English vocabulary teaching can effectively improve students' English learning. Can DCT contribute to students' short and long term memory of vocabulary? 3. Can DCT help enhance students' interest in vocabulary learning and improve vocabulary learning strategies? In this paper, 82 students in two parallel classes of Gujiao Middle School in Gujiao Middle School in Yuncheng were studied, and two questionnaires and two tests before and after the experiment, as well as the vocabulary timely test and the delayed test, were adopted. Collect data and use SPSS17.0 to analyze the data and draw the following conclusion: 1. 1. The application of DCT in junior high school English vocabulary teaching can improve students' short term memory and long term memory. Through DCT vocabulary teaching, students' interest in vocabulary learning has been strengthened, and vocabulary learning strategies have been further improved. This study confirms that the combination of dual code theory and vocabulary teaching in junior high school is of great help to students' English learning. However, there are still many limitations in this study. The author hopes that more researchers will study in this field in the future, which is beneficial to the development of English vocabulary teaching in junior high school.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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