机械记忆和语义映射对西南少数民族地区预科学生词汇习得影响

两种认知词汇学习策略:机械记忆与语义映射被用于对比预科学生的词汇习得过程。两个预科理科班的学生作为实验组,分成A组和B组接受词汇策略训练。在训练期的第一周,A组接受机械记忆策略训练,B组接受语义映射策略训练。在训练的第二周,两种策略互换。在每个训练周结束时,使用后测来比较训练结果。首先,第一周的测试结果表明,B组所接受的语义映射的影响明显大于A组接受的机械记忆。然而第二周的测试结果表明,A组在语义映射上的影响并不显著高于B组在机械记忆的影响。其次,在A组组内对比中,后测结果显示A组学生在第二周接受的语义映射的影响显著大于第一周的机械记忆。同时,在B组组内对比中,后测结果同样显示B组在第一周接受的语义映射影响显著大于第二周的机械记忆。所以灵活运用多种策略必须结合实际的语言学习环境、教学条件和学生的学习动机和愿望。

There are two cognitive vocabulary learning strategies:mechanical memory and semantic mapping are used to compare the vocabulary acquisition process of preparatory students.Students from two pre-science classes were divided as experimental groups into A and B groups to receive lexical strategy training.During the first week of training,group A was trained with mechanical memory strategies and group B was trained with semantic mapping strategies.During the second week of training,the two strategies were exchanged.At the end of each training week,the training results were checked.The test results of the first week showed that the effect of the semantic mapping accepted by group B was significantly greater than the mechanical memory accepted by group A.However,the second week showed that the effect of semantic mapping on group A is not much higher than that of group B in mechanical memory.In the in-group comparison,the posttest results show that the effect of the semantic mapping accepted by group A in the second week was significantly greater than the mechanical memory of the first week.Meanwhile,in the in-group comparison,the posttest results also show that the semantic mapping effect accepted by group B in the first week was significantly greater than the mechanical memory of the second week.The experiment shows that the flexible use of various strategies should adapt to the practical language learning environment,teaching conditions,and students’learning motivation and desire.