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本文比较了语义相关和无关两种词汇呈现方法,对不同程度学生词汇学习的影响。63名学生参与实验,通过前后两轮不同顺序的语义相关和无关词汇呈现方法交替进行学习4组词汇,分别进行短时和长时记忆测试。结果证明,对程度相对较差学生,语义无关词汇呈现比相关词汇呈现更有助于他们学习。从干扰理论、激活扩散模型等角度进行解释,并提出对外语教学的启示。
This article compares semantic relevance and non-relevance two kinds of vocabulary presentation methods, the impact of different levels of students vocabulary learning. Sixty-three students participated in the experiment. Four groups of words were alternately studied through semantic correlation and irrelevant vocabulary presentation in two different sequences, and short-term and long-term memory tests were performed respectively. The result proves that, for the students with relatively poor degree, semantic irrelevant words appear more helpful to them than the related words. Explain from the perspective of interference theory and activation diffusion model, and put forward some enlightenment on foreign language teaching.