语境在外语词汇直接学习中对意义记忆的作用

The Effects of Linguistic Contexts on Retention of Word Meanings in EFL Vocabulary Learning

本研究以Craik和Lockhart的信息加工水平理论、McClelland和Rumelhart的记忆联结理论与认知心理学的记忆痕迹理论以及其后的各种相关认知记忆模型为基础,以72名非英语专业大一新生为研究对象,通过实验对比考察语境在外语词汇学习中对意义记忆的作用以及语境与学习者英语水平之间是否存在交互作用。研究发现:语篇语境有助于词汇意义的长时记忆;学习者的英语水平对词汇学习也有显著影响,但语境与学习者英语水平之间不存在显著的交互作用。

The study is based on some cognitive memory models,such as Levels or Depth of Processing Theory by Craik and Lockhart,Coiectionist Memory Model by McClelland and Rumelhart and Memory Trace Theory of cognitive psychology,it was designed with twofold purposes： first,to investigate the effects of linguistic contexts on retention of meanings of new words in vocabulary learning;second,to see whether there is any interaction between contexts and learners＇ English proficiency.The results showed learning words in discourse context was significantly superior to that in isolated wordlist and sentence context on one-week delayed vocabulary retention test.The main effect of learners＇ English proficiency was also significant.But the interaction between learning conditions and proficiency was not significant.