艾宾浩斯记忆法与词汇记忆策略对中学生英语词汇记忆效率的对比研究-徐润东.docx

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1、分类号 : 姜 徵 畤 龙 头 I 硕 士 学 位 论 文 A Comparative Study of the Influence on Middle School Students, English Vocabulary Memory Efficiency Exerted by Ebbinghaus Memory Method and T l t l e : Vocabulary Memory Strategies 艾宾浩斯记忆法与词汇记忆策略对中 题目：学生英语词汇记忆效率的对比研究 学科、专业： 学科教学（英语 ) 研宄方向： _ 基础教育 作者姓名： _ 徐润东 导师及职称： _ 裴

2、学梅副教授 论文提交日期： _ 2016 年 5 月 授予学位日期： 安徽师范大学学位评定委员会办公室 万方数据 学 位 论 文 独 创 性 声 明 本人声明所呈交的学位论文是本人在导师指导下进行的研宄工作及取得的研宄 成果，与我一同工作的同志对本研宄所做的任何贡献均已在论文中作了明确的说明 并表示谢意，除了文中特别加以标注和致谢的地方外，论文中不包含其他人已经发 表或撰写过的研宄成果。 学位论文作者签名： 签字日期： 年月 日 学 位 论 文 版 权 使 用 授 权 书 本学位论文作者完全了解 安徽师范大学 有关保留、使用学位论文的规定： 学校有权保留并向国家有关部门或机构送交论文的复印件和

3、电子版，允许论文被 查阅和借阅。本人授权 安徽师范大学 可以将学位论文的全部或部分内容编入有 关数据库进行检索，可以采用影印、缩印或扫描等复制手段保存、汇编学位论文。 保密的学位论文在解密后适用本授权书。 学位论文作者签名： 签字日期： 年月日 学位论文作者获学位后去向 ： 工作单位： 通讯地址： 导师签名： 签字日期： 年月日 电话： 邮编： 万方数据 A Comparative Study of the Influence on Middle School Students, English Vocabulary Memory Efficiency Exerted by Ebbinghau

4、s Memory Method and Vocabulary Memory Strategies 徐润东 安徽师范大学硕士学位论文 二一六年五月 万方数据 本论文经答辩委员会全体委员审查 ,确认符合安徽师范大 学硕士学位论文质量要求。 答辩委员会签名： 主席 :(工作单位、职称 ) 委员： 导师 : 万方数据 A Comparative Study of the Influence on Middle School Students9 English Vocabulary Memory Efficiency Exerted by Ebbinghaus Memory Method and Voc

5、abulary Memory Strategies By Xu Rundong Supervisor: Pei Xuemei Submitted to The School of Foreign Studies In Partial Fulfillment of the Requirements For the Degree of Master of Education in English Teaching Anhui Normal University Anhui, China May, 2016 万方数据 Acknowledgments My deepest gratitude goes

6、 first and foremost to my supervisor, Ms. Pei Xuemei, for her gracious encouragement and guidance. She has been together with me through all the steps of writing of this thesis. Without her consistent instruction and patience, this thesis could not have reached its present form. Ms. Pei is my enligh

7、tenment teacher in this field. She has largely aroused my interests in education and psychology, and the knowledge that she has given me is not only necessary for this study, but also useful in the rest of my academic life. All her lessons play an important role in my learning. Secondly, I would lik

8、e to express my heartfelt thanks to all the other teachers who help me so much in my university study and present me the charms of English. Without them, I would never have a chance to realize how beautiful knowledge can be. Besides, what they have given me is not just their knowledge, but also thei

9、r optimistic living attitudes, their kind characters and their spirit of uprightness, commitment, and hard work. Just as the old Chinese saying goes, “It takes ten years to grow a tree, yet it takes a hundred years to cultivate a man” My professors have set an example to guide my road of life, and I

10、 believe that all the positive impacts that they imposed on me would be seen in my future life and work sooner or later. Last but not least, my gratitude goes to my beloved family for their endless love and constant encouragement through all these years. I also owe my sincere thanks to my roommates

11、and classmates who gave me their time, energy and patience to help me work out the problems during the difficult course of writing the thesis. I 万方数据 Abstract As a complex psychological process, memory serves as a necessary premise for the development of ones intelligence. Since the publishing of th

12、e report on Ebbinghaus Memory Curve in 1885, the theories of memory and its studying methods have been making continuous progress. In fact, rational memory strategies are an important part of the studies on memory, as memory strategies try to improve the effect of memory by applying special memorizi

13、ng methods on purpose. Junior high school students are in their crucial period of English learning and vocabulary storing. Therefore, scientific and effective memorizing methods will benefit their English learning and help them develop a good memorizing habit to improve their ability of memory and l

14、earning. In the present study, the Ebbinghaus Memory Method and four memory strategies (Word-formation Strategy, Repetition Strategy, Putting Words into Context and Imagery Strategy) are studied and compared for their effectiveness of improving word memorizing efficiency. Through wide reference to p

15、revious studies and earnest case study, the present study tries to answer the following three questions: (1) Will the vocabulary memory strategies and Ebbinghaus Memory Method promote the efficiency of junior high school students vocabulary memory? (2) Which kind of memory can vocabulary memory stra

16、tegies and Ebbinghaus Memory Method facilitate more effectively, the short-term memory or the long-term memory? (3) If vocabulary memory strategies and Ebbinghaus Memory Method are combined in the vocabulary learning, will the efficiency of vocabulary memory be greater? In this study, tests, questio

17、nnaires and interview are applied as instruments. Through pre-test, 18 among 42 students of Class 2 Grade 8 in Zhenxing Middle School of Hushan Village, Xinyang City are selected and put into 3 groups to take tests and questionnaires. Group A, group B and group C receive training of four vocabulary

18、memory strategies, the Ebbinghaus Memory Method and no special training respectively. And they are required to take tests 12 hours after training and 15 days after training. Later on, Group A receive training of combination of four II 万方数据 vocabulary memory strategies and the Ebbinghaus Memory Metho

19、d while Group C receive no special training. These students are required to take another test. The results are compared and analyzed for a conclusion. There are three major findings obtained from the data analysis: (1) The Ebbinghaus Memory Method and the four vocabulary memory strategies can improv

20、e students memory efficiency. (2) The four vocabulary memory strategies are more effective in improving students short-term memory while the Ebbinghaus Memory Method works better at long-term memory. (3) The combination of the four vocabulary memory strategies and the Ebbinghaus Memory Method brings

21、 better effect than using either of them alone. Based on the conclusion, suggestions are given to junior high school teachers and students on how to memorize new words in the most efficient way. This study indicates that vocabulary memory strategies and the Ebbinghaus Memory Method can be combined t

22、o memorize words most efficiently. Besides, conclusions drawn from the study are expected to be popularized among teachers and students in junior middle schools so that the conclusions can be further tested and improved. Key Words: Ebbinghaus Memory Method; four Vocabulary Memory Strategies; word me

23、morizing; III 万方数据 摘要 人的记忆是一个相当复杂的心理活动过程，但却是个人智力发展成熟不可或 缺的前提条件。自 1885 年艾宾浩斯推出其记忆曲线的概念以来，对记忆理论及 其研宄方法的探讨层出不穷。事实上，记忆策略致力于通过巧妙运用特殊识记手 段实现记忆效果的提高，因此，合理的记忆策略一直是记忆研宄的重 中之重。 中学生正处于英语学习与词汇储备的关键阶段，因此，采用科学有效的记忆 方法不仅有助于其改善英语学习的效果，而且利于帮助中学生养成良好的记忆习 惯，从而提高其记忆力和学习能力。本研宄对艾宾浩斯记忆曲线和四种常用的词 汇记忆策略（构词法策略，机械重复策略，上下文策略以及联

24、想策略 ） 进行比较 研宄以探宄其效果。 通过广泛参考前人的研宄及真实的个案研宄，本研宄试图回答一下三个问 题： (1) 词汇记忆策略和艾宾浩斯记忆法能提高初中生词汇记忆效率吗？ (2) 词汇记忆策略和艾宾浩斯记忆法能更明显地促进哪一种记忆，短时记 忆还是长时记忆？ (3) 如果将词汇记忆策略和艾宾浩斯记忆法结合起来，会使词汇记忆效率 更高吗？ 本研宄以测试、问卷及访谈作为研宄工具。在前测中，从信阳市斛山乡振兴 学校八年级二班 42 名学生中选取 18 名并分为 3 组作为研宄对象进行测试和问卷 调查。对A 组的学生进行词汇记忆策略的培训，教会他们记单词的方法。对 B 组学生进行艾宾浩斯记忆法

25、的培训，教会他们复习单词的时间节点。而 C 组学 生没有接受培训，使他们按照传统方法记忆单词。然后在培训后的 12 小时和培 训后的 15 天这两个时间节点对三组学生进行测试。之后，对 A 组进行词汇记 忆 策略和艾宾浩斯记忆法相结合的培训，而仍然不对 C 组进行培训，并再次参加 另一个词汇测试。最后，本研宄对几次测试结果进行对比分析，得出结论。 通过测试和问卷得到以下发现： (1) 词汇记忆策略和艾宾浩斯记忆法确实能提高初中生词汇记忆效率。 (2) 四种词汇记忆效率在短时记忆方面效果更明显，而艾宾浩斯记忆法则 在促进长时记忆方面更加显著。 (3) 相对于单独使用词汇记忆策略或者单独使用艾宾浩斯记忆法而言，将 词汇记忆策略和艾宾浩斯记忆法结合起来，会使词汇记忆效率更高。 IV 万方数据 基于研宄结论，本研宄就如何高效记忆单词向初中师生提出建议。本研宄指 出，词汇记忆策略与艾宾浩斯记忆法的有机结合可帮助学生达到记忆词汇的最高 效率。此外，本研宄所得结论可在更大范围内进行推广，以检测其正确性及实用 性，并加以改善。 关键词： 艾宾浩斯记忆法；四种单词记忆策略；单词记忆 V 万方数据