大学生通过联想记忆词汇的方法学位论文Word文档格式.docx

大学生通过联想记忆词汇的方法学位论文Word文档格式.docx

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memorizingwords;

memory;

associationmemory

i

中文摘要

学习单词是英语学习的一个重要部分。

曾有威尔金斯（1972）说：

“没有语法只能传达很少的信息，没有词汇则什么也无法表达”足以说明词汇在外语学习中的重要性。

在大学生英语词汇记忆方法调查中发现他们的词汇学习中存在很多问题。

然而目前在我国对词汇学习策略的研究甚少。

本论文以记忆规律和词汇本身的特点为依据，阐述了记忆与联想的关系，论述了联想记忆的基本理论；

回顾了我国在联想记忆词汇方面的相关研究，并在此基础上，针对单词本身特点提出英语单词的发音、词形、含义的联想记忆方法，旨在提倡联想记忆方法在词汇学习过程的实际应用，用以解决学生词汇记忆的问题，提高词汇学习效率。

关键词：

大学生；

记忆单词；

记忆；

联想记忆

ⅱ

1.Introduction

Wordsareabasicpartofalanguage,whicharethebackboneandessenceofalanguage.Withoutmemorizingwords,nomatterhowfamiliarthelearnersarewithgrammar,howaccuratelytheycanpronounce,theycannotusethemandcommunicatewithothersbythem.Lexicalcompetenceisattheheartofcommunicativecompetence,andcanbeapredictionofschoolsuccess（VerhallenandSchoonen）,whichindicatestheimportanceofvocabulary.ThefamousBritishlinguist,Wilkins（1972）oncesaid:

withoutgrammar,verylittlecanbeconveyed;

withoutvocabulary,nothingcanbeconveyed.Itiswidelyquotedtoemphasizethegreatimportanceoflearningwords.Allen（1983）assumedthat“lexicalproblemsfrequentlyinterferewithcommunication,butcommunicationwillbreakdownwhenpeopledonotusetherightwords”.However,ZhangDengzhi（2002）said,wordmemorizationistheheadacheproblemforChinesecollegestudentsintheirEnglishlearning.

Therearemanydifficultiesinlearningwords.Wordshavetoomanymeaningsandareproductive,whichresultsinstudents’smallvocabulary.Whentheyreachahighlevelofmasteringandapplyingthewords,theystillfeelinwantoflearningvocabulary.Memorizingwordsistheheadacheproblemformostcollegestudents,whousuallylearnthewordsbyrote.Sothekeytotheproblemsistostraightoutaneffectivemethodofmemorizingwords.AndwewillcarryoutanexperimentontheeffectivenessofmemorizingEnglishwords.

Theorganizationofthethesisisasfollows:

ChapterOnetalksabouttheimportanceofwordsandthedifficultiesoflearningwords,andintroducestheorganizationofthethesis.

ChapterTwoanalyzesthecurrentsituationanddoesexperimentoncollegestudents’learningEnglishwords,andpointsoutthenecessityofapplyingassociationmemoryforcollegestudents.

ChapterThreeexplainsindetailtheoreticalbasisoftheassociationmemoryandtherelationshipsbetweenassociationandmemory.

ChapterFouranalyzesthespecificassociationmemoryaccordingtothefeaturesofEnglishwords.

ChapterFiveoffersasummaryofallthepreviouschaptersandprovidesthepresentstudyaswellasthedirectionforfurtherresearch.

2.ProbeintotheCollegeStudents’LearningWords

2.1Analysisofthecollegestudents’currentsituationofmemorizingwords

Usuallycollegestudentsshouldhaveademandofnotless4000words,whichcanbeusedtodealwithassignmentsandclass.What’smore,tocommunicatewiththeothers,andtopasssomeEnglishexaminationstogetvariouscertificates.Thecurrentfactisthatmostcollegestudentsarepoorinspellingandlackofinterest,motivation,cultureandstudyenvironmentthataffecttheirEnglishlearning.But,Ibelievethatthepoorwayofmemoryresultinginalackofvocabularycapabilityisthemainfactorthatlimitscollegestudents’improvingtheirEnglishlearning.Ifstudentshavesetupalargevocabulary,theycanunderstandinreadingandlistening,andexpressthemselvesfreelyandeasily.VocabularyplaysanindispensableroleinEnglishlearning.

2.2ExperimentonthemethodsofmemorizingEnglishwordsincollege

TheexperimentwassetoutonMarch18,2010inordertotestifytheeffectivenessofmemorizationmemory.Twotestsaredesignedamongthesubjectsoftheexperimentalandcontrolledgroupby50targetwordsinoneminute.Theexperimentalandcontrolledgroupsshouldstayinoneclassduringtheexperiment.The50targetwordsweregiventotwogroups.Theexperimentalgroupwasrequiredtomemorizethetargetwordsbyassociationmemory,whilethecontrolledgroupwasrequiredtomemorizingthetargetwordsbyroteorbytheirownmethods.Eachgrouptakes30minutestomemorizethetargetwords.After30minuteslearningbothofgroupsshouldwritethetargetwordsandmeaning.Thefullscoresare100,2pointsforeachtargetword.Allthepaperswereexaminedandcollectedimmediatelyafterthetest.Aweeklater,theexperimentalandcontrolledgroupswerenotnoticedinadvanceandcarriedoutthetestofthetargetwordsagaininthesameway.

Theresultsoftwotestsarelistedinfollowingtable:

Table1ResultsoftheTwoTests

Groups

ScoresofTestOne

ScoresofTestTwo

ExperimentalGroupN=18

81

63

ControlGroupN=18

72

39

TheresultoftheexperimentprovesthattheassociationmemoryhaveasignificanteffectonmemorizingEnglishwordsforcollegestudents.MemorizingEnglishwordsviaassociationwillimprovetheeffectivenessandextendtheperiodofthememorizationofEnglishwords.

2.3Necessityofapplyingtheassociationmemory

ThepreviousexperimenthasshowedthatassociationmemoryhasasignificantandpositiveeffectonlearningandmemorizingEnglishwordsforcollegestudents.Whenfacingthecurrentsituationwherecollegestudentscommonlyhaveasmallsizeofvocabularyandlackpracticalmemoryways,accordingtotheexperimentandthestudy,associationmemorycanactuallyenhancecollegestudents’abilitytoremembervocabulary.Associationmemoryisapracticalandefficientway,basedonsounds,formsandmeaningofwordtomakelearnersmemorizewordseasily.

3.AssociationMemory

3.1Definitionofmemory

TheAncientGreekscreatedradicalmemorysystemscalledMnemonics,anameoriginatedfromtheirGoddessofMemory.Intheancientsociety,atrainedmemorywasanimmenseassets,especiallyinpubliclife.Andtherewerenoeasymethodsfortakingnotesandassociatingthings,andthereasonthatearlyGreekoratorscouldmaintainlong-windedspeechesveryaccuratelyisthattheyrecitedthespeechesthroughMnemonicsystems.

Memorizationisveryimportantforvocabularylearningandusing:

ifwordscannotberemembered,fewarelikelytobeproducedproperly.Therefore,itinvolvesmemoryifwewanttoextendvocabulary.SinceHermannEbbinghaus,aGermanypsychologistpublishedhisexperimentalreportin1885,memoryhasbecomeoneofthefieldsinwhichlotsofpsychologicalexperimentshavebeendone（YangZhiliang,GuoLiping&

ChenNin1999:

2）.Memoryisveryessentialforstudy.Andtheprocessoflearningneedstouseonekindofmemory.Ifwehavenorecordofwhattheancienthappened,andhavenomemoryaboutthepreviousexperience,wewouldfindithardtolearn,thinkandrecite.Onconditionthathumanbeinghasthememory,cantheyhavetheknowledgeofthepast,thepresentandthefuture.

Mostpsychologistsdefinethememoryinfollowingway:

memoryistheabilitytorecoverinformationaboutpasteventsorknowledgeorexperience,theprocessofrecoveringinformationaboutpasteventsorknowledgeandcognitivereconstruction.Thebrainengagesinaremarkablereshufflingprocessinanattempttoextractwhatisgeneralandwhatisparticularabouteachpassingmoment.Intheperspectiveofinformationprocessing,memoryistoencode,storetheinputinformationandretrieveitundercircumstances（ChenXianchun1998:

108）.Memorymaybedividedintoshort-term（alsoknownasworkingorrecentmemory）andlong-termmemory.Short-termmemoryrecoversmemoriesofrecentevents,whilelong-termmemoryisconcernedwithrecallingthemoredistantpast.

3.2Relationshipbetweenmemoryandassociation

WhencollegestudentsneedtoreciteEnglishwords,theyshouldtransferwordsfromshort-termmemoryintolong-termmemoryintheirbrain.Andmanykindsofprocessesareinvolvedinordertotransferthem.Onemethodofaccomplishingthistransferistounderstandthenewinformationcomprehensively.Amoreimportantwayinwhichwecanachievethistransferistoassociatethenewinformationwiththeinformationthatwealreadyknowandunderstandinordertointegratethenewdataintoourexistingschemesofstoredinformation.Thiskindofassociationtakesplacewhenthenewinformationistiedtoapieceofpreviousandfamiliarinformationortoalessdifficultpieceofinformation,whichactuallyenhancesthepreviousmemoryandprovidesastructureforretrieval.

TheGreeksfoundthathumanmemoryisconsiderablyanassociativeprocessthatworksthroughlinkingthingstogether.Forinstance,whenanorangecomesacrossthestudents’mind,immediatelytheobjectemergesintotheirmind,whichenablesthemtorecalltheshape,color,tasteandsmellofthatfruit;

allthesethingsareassociatedintheirmemorywiththewordorange.In