摘要
需要学习者在母语与目的语之间找到发音相同或相近的词汇,在两个词汇之间构建语音连接,并以心理意象的形式记忆,利用言语和表象的双重编码过程促进记忆。这种词汇信息处理方式与常见的语义语境法不同,两种词汇学习方法值得进一步比较,为大学英语词汇教学提供启示。采用关键词法和语义语境法进行组间对比研究,可以发现在接受性和产出性两项测验中,前者的成绩皆明显优于后者,说明采取关键词法更能促进英语词汇的短时记忆、长时记忆和理解。
Keyword Method (KWM) users need to create verbal links between a target word and a keyword in first or target language with the same or similar pronunciation, and to memorize through mental imagery, which takes advantage of dual coding to promote vocabulary learning.This pattern of information processing is different from Semantic Context Method(SCM). Thus the two ways of vocabulary learning need to be further investigated to provide implications for College English teaching. Present research employed a between-group comparison, one class as KWM group and the other as SCM group. The results in receptive and productive tests showed that KWM group was obviously superior to SCM group, which proved that KWM facilitated more short-term retention, long-term retention and comprehension of English vocabulary.
作者
朱珺
杨继林
徐方雯
ZHU Jun;YANG Jilin;XU Fangwen(School of Foreign Languages,Shangrao Normal University, ShangraoJiangxi 334001, China;Office of Educational Administration, Shangrao Normal University,Shangrao Jiangxi 334001, China)
出处
《上饶师范学院学报》
2019年第2期112-118,共7页
Journal of Shangrao Normal University
基金
江西省高等学校教学改革研究课题(JXJG-17-16-3)
关键词
关键词法
语义语境法
短时记忆
长时记忆
Keyword Method
Semantic Context Method
short-termretention
long-term retention
