记忆加工深度对英语初学者的影响英文版.docx
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记忆加工深度对英语初学者的影响英文版.docx
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记忆加工深度对英语初学者的影响英文版
Abstract
Thisthesismainlydiscussesthathowthedepthofprocessinginfluencestheeffectofmemoryinvocabularyteaching.Accordingtothelevel-of-processingtheorywhichwasputforwardbypredecessors,theauthorintroducedthehypothesisof“A-levels-of-processing”,“insufficientprocessingdepth”and“ineffectiveprocessingdepth”.Thisthesisthentestedthesehypotheseswithexperiment.Accordingtothehypotheses,thisthesisexpoundsthatteachershouldpracticeteachingmethodseffectivelyanduseparticularteachingmethodfordifferentgroupsofEnglishlearners.
Keywords:
memory;depthofprocessing;vocabulary;teachingmethod
摘要
这篇论文主要论述了关于词汇教学中,记忆加工深度对记忆效果的影响,根据前人们提出的“加工理论”,作者提出“最佳加工深度”,“加工不足”以及“无效加工深度”的假设,并加以实验证明。
依据此理论基础,论述教师应该根据英语学习者的实际情况,实施不同的英语教学策略。
关键词:
记忆;加工深度;词汇;教学法
Contents
1.Introduction…......………………………………………………………………...1
1.1BackgroundoftheStudy………………………………………………………..1
1.2TheSignificanceoftheStudy………………………………………….............2
1.3TheResearchQuestions………………………………...……………...……….2
2.AboutMemory…………………………………………………………….……….2
3.LiteratureReview……..………………………………………………….………..5
3.1TheLevels-of-ProcessingTheory.……………………………………….……...5
3.2TheTestingfortheLevels-of-processingTheory………………………………7
3.3ThePrincipleofReadiness…..….………………………………………………8
4.Hypothesis…………………………………………..……………………………...9
5.HypothesisTesting…………….………………………………...………..………12
5.1ExperimentDesign...….……...…………………………….………………….12
5.2ExperimentResult..……..……....…………………………………………..…13
6.Limitationofthestudy…………...……………………………………………....14
6.1Samplelimitation……………………………………………………..……….14
6.2TheDefinitionoftheBoundaryofDepthofProcessing…………….……..….14
7.Conclusion………………………………………………………………………..15
References…………………………………………………………………………...16
Appendix……………………………………………………………………………17
1.Introduction
1.1BackgroundoftheStudy
Wordsarethefoundationofalanguage,andtheEnglishwordsarethebasisofEnglishlearning.ThegreatamountofvocabularyandthecontinuallyemergingnewwordsscaremostEnglishlearners,whocan’tdealwiththemcorrectlyandefficiently.Accordingly,awiseanddirectwaytohelpthestudentstobearthenewwordsintotheirmindwillneverbeoutofseason.Howtofindoutanefficientwaytohelpthem?
Inmyopinion,thetaskisfirsttomakeclearthementalcharacteristicsofthemiddleschoolstudents.PsychologicalexpertChenQi,fromBeijingNormalUniversity,hassaid,“Educationshouldbebasedonstudent’sdevelopmentandcharacteristicoftheirmentality.”(ChenQi,LiuRude,2007:
112)Asteachers,wehavemanyquestionstoanswer:
Whatisstudents’favoriteteachingmethod?
Fromgrade7tohighschool,whatkindofteachingstrategiescanhelpstudentstoacceptknowledgeeasily?
Itistheproblemthathasbeenbotheringmeduringmyteachingpractice.
Asastudentwhograduatesfromateacher’scollege,IhavetakenthelessonnamedEducationalPsychologyintheuniversity.Inthetheoriesofpsychology,thereisalaw(levels-of-processingtheory)aboutmemorythatthedeeperinformationisprocessesed,themoreefficienttheeffortofmemoryis.Withthislaw,Iwenttodomyteachingpractice.Duringmyteachingpractice,ItaughtEnglishlessonsforgrade7.Ididaseriesofvocabularyteaching.However,theproblemisthatmyteachingexperiencedidnotseemtoconfirmthislawaboutmemory.Atfirst,Itaughtvocabularywithsituationalapproachonly,thenIwantedtoapplythetheoryofpsychologyinmyteachinginordertohelpthestudentstomemorizebetterandtolearnmore.Itriedtoteachthemwithsituationapproach,roots-affixesmethodandetymologymethod,andIalsospentmuchtimeandeffortstoconsultmanyprofessionaldictionariesinordertoexplainwordsbetter.Butitfailedtotakeidealeffectatlast.Ididn’tnoticeanyobviousriseinstudents’memorizingefficiency.Theyevendidworsethantheyhaddonewhentheydidn’tapplytotheroot-affixmethod.Ihadtoaskmyself,“Whydidthishappen?
Wasthereanypossibilitythatthepsychologistswerewrong?
”ThereforeIstartedmyresearch,bydesigninganexperimenttofigureitout.Thisisthebackgroundinformationaboutmythesis.
1.2TheSignificanceoftheStudy
Inthefirstplace,thisthesiswillfindacluetowhatIfeltpuzzledabout.Whatistherelationbetweenthedepthofprocessingofmemorizingandstudents’actualmemorizingefficiency?
Inthesecondplace,answeringthisquestionwillplayanimportantroleinmyfuturecareerasateacher.Itcanalsohelpmetoteachvocabularybetteranditwillbebeneficialtoarrangingmyteachingstrategiesandstudents’learningtasks.
1.3TheResearchQuestion
Thispaperaimstoanswerwhatistherelationbetweendepthofprocessingandstudents’actualmemorizingefficiency.
2.AbouttheMemory
ProfessorGerringandZimbardo--oneofthemostfamouspsychologistsintheworld,holdthat:
Memoryisthecapacitytostoreandretrieveinformation.
Nomatterwhatthecategoryofmemory,beingabletouseknowledgeatsomelatertimerequirestheoperationofthreementalprocess:
encoding,storage,andretrieval.Encodingistheinitialprocessingofinformationthatleadstoarepresentationinmemory.Storageistheretentionovertimeofencodedmaterial.Retrievalistherecoveryatlatertimeofthestoresinformation.Simplyput,encodinggetsinformationin,storageholdsituntilyouneedit,andretrievalgetsitout.
Encodingrequiresthatyouformmentalrepresentationsofinformationfromtheexternalworld.Ifinformationisproperlyencoded,itwillberetainedinstorageoversomeperiodoftime.Retrievalisthepayoffforallyourearliereffort.Whenitworks,itenablesyoutogainaccesstoinformationyoustoredearlier.
Andthememoryisconsistedofthreeparts:
sensorymemory,short-termmemory,long-termmemory.(Gerring&Zimbardo,2005:
209)
Now,Itakesomesituationforexampletoexplainthesethreekindsofmemory.Sensorymemoryisthatwhenstimulationends,thesensoryinformationisstoredinyourbraininaveryshorttime(about0.25-2seconds).whenyouseeafilm,youcouldseethatthepictureismovingeventhoughthesepicturesareimmobile;thisistheresultofsensorymemory.Considerthecommonoccurrenceofconsultingatelephonebooktofindafriend’snumberandthenrememberingthenumberjustlongenoughtodialit.Ifthenumberturnsupbusy,youoftenhavetogorightbacktothetelephonebook.Thisistheresultofshort-termmemory.Youshouldn’tthinkofshort-termmemory(STM)asaparticularplacethatmemoriesgoto,butratherasabuilt-insmallsetofmentalrepresentations.Long-termmemory(LTM)isthestorehouseofalltheexperience,events,information,emotions,skills,words,categories,rules,andjudgmentsthathavebeenacquiredfromsensoryandshort-termmemories.Long-termmemoryconstituteseachperson’stotalknowledgeoftheworldandoftheself.
Memorytheoriesdescribetheflowofinformationtoandfromlong-termmemory.Thetheoriesaddresstheinitialencodingsofinformationinsensorymemory,thetransferofinformationintolong-termmemoryforstorage,andthetransferofinformationfromlong-termmemorytoshort-termmemoryforretrieval.
Information→(encoding)→Sensorymemory→short-termmemory→(storage)→/←(retrieval)←long-termmemory
Inaword,thelong-termmemoryisjustlikeabigstorehouse,andtheshort-termmemoryisatable,theprocessofstorageandretrievalisamanager.Onthetable(short-termmemory)arefullofinformation,thejobofthemanageristoselecttheinformationwhichheconsidersasimportanttostoreintothebigstorehouse(long-termmemory)
I’llpresentthisprocessinapicture:
Whatweneedtodointheprocessofvocabularyteachingistohelpthestudentstoencodethenewwords(information)intotheshort-termmemoryandstorethemintothelong-termmemory.Andinthelater,theycouldretrievethesewordsintotheshort-termmemory.Inotherword,weneedtellthemanagerthatthenewEnglishwordsareimportantinformation,andaskhimtostorethemintothebigstorehouse.
3.LiteratureReview
3.1TheLevels-of-ProcessingTheory
Levels-of-processingtheorysuggeststhatthedeeperthelevelatwhichinformationwasprocessed,themorelikelyitistobecommittedtomemory.Ifprocessinginvolvesmoreanalysis,interpretation,comparison,andelaboration,itshouldresultinbettermemory.(Gerring&Zimbardo,2005:
209)
Iwanttoexplainitinachart:
Thetypicalteachingmethod—teachinggamemethodembodiestheideaofthelevels-of-processingtheory.Takesometeachinggamesforexample:
1)Oneofthemostfamiliarandperhapsmostcommonwordgamesorvocabularygamesisfindingallthewordsasyoucanfromanotherveryfamiliarword.Forinstance,writethewordHALLOWEENatthetopofapaperwithtwocolumnsoflinesonitandaskthestudentstowritedownallthetwoletterorbiggerwordstheycanfindinsideHalloween.Hall,all,owl,lowandsoon.Whenthestudentstartsfindingwordslikeallow,andhalothentheyaresteppingoutsideoftheusualvocabularyring.Thislittleexercisedoesn'thavethemusingthewordsinanyapplicationbutatleasttheyareseeingthem.Whentimeisup,collectthesheetsandreadsomeofthewordsoutloud.Asyoureadthemaskthestudents,oneatatime,whatthewordmeans.Whensomebodystumblesonone,andnobodycanhelphimorherout,youexplainwhatthewordmeansanduseitinasentence.Thisisthepartthatwillhelpteachthemtheirvocabulary.
2)Anotherveryfungameforvocabularyiswordfinding.Beforeclassyoumakeawordfindingdiagramofsay25lettersby25letterssquare.Selectatleasta
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- 关 键 词:
- 记忆 加工 深度 英语 初学者 影响 英文
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