大学生运用联想策略学习二语词汇的效果研究-英语语言文学专业论文.docx

三峡大学硕士学位论文 三 峡 大 学 硕 士 学 位 论 文 PAGE IV万方数据 PAGE IV 万方数据 Abstract As one of the basic elements of language, vocabulary is stored systematically in a certain linguistic network or contextual network instead of being stored separately and in a disorderly fashion. Thus, organization is central to vocabulary learning. Association strategy is a way of organizing words by integrating new knowledge with old. Based on the clarification of the mechanism of second language vocabulary learning and association strategy, the effects of association strategy in vocabulary learning is tested with Chinese students in the study. We begin by examining the key term, namely, what is meant by the term vocabulary. We will then look at the various aspects of word knowledge that learners are required to master. It become clear that knowing a word refers to more than just a matter of knowing its form, meaning, pronunciation and spelling. It also refers to one’s knowledge of the relations the word has. Thus, association strategy is assumed to be an approach with which learners can enlarge their vocabulary and deepen their understanding. Association strategy and its employment conditions and ways are examined in detail. Theories such as the multi-store model, the dual-coding theory (Paivio, 1975), the depth-of-processing model initiated by Craik and Lockhart (1972), and the connectionist model developed by McClelland and Hinton (1986), have been extensively employed to explain the theoretical background of association strategy. Based on all these theoretical investigations, the training method for the experimental group in the experiment is designed. Following these theoretical investigations, it is decided to try out association strategy in vocabulary learning that would both facilitate and enhance students’ learning of English vocabulary. Association strategy training is conducted in the experimental group and materials are devised and tested among 100 Chinese students in China Three Gorges