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论文作者:留学生论文论文属性:硕士毕业论文 thesis登出时间:2023-12-18编辑:vicky点击率:322
论文字数:52455论文编号:org202312121449057569语种:英语 English地区:中国价格:$ 66
关键词:高中英语教学论文范文硕士论文格式
摘要:本文是一篇高中英语教学论文,本研究基于双重编码理论和多媒体学习认知理论,尝试将图片和视频同时呈现作为多媒体注释来探究其在英语阅读中对高中生词汇附带习得的影响。
As opposed to intentional vocabulary acquisition, the concept of incidental vocabulary acquisition (IVA) is first proposed by Nagy, Herman and Anderson (1985), who conduct research on how children acquire their native language and find a pattern of vocabulary learning in children’s native languages, concluding that children’s vocabulary is acquired from incidental learning rather than deliberate memorization. Based on this, the Incidental Vocabulary Acquisition Hypothesis is proposed. Since then, other researchers have studied IVA from different perspectives and hold different views on it. So far, there is no uniform definition of IVA. To make the definition clear, some representative views concerning IVA are enumerated.
2.2 Theoretical Foundations
This study adopts Dual-Coding Theory and Cognitive Theory of Multimedia Learning as the theoretical foundations. They are also used to analyze the research results. A detailed description of the two theories is provided in this section.
2.2.1 Dual-Coding Theory
Dual-Coding Theory (DCT) proposed by psychologist Paivio (1990) postulates that human memory and cognitive systems are governed by verbal and nonverbal subsystems. The former is specially used to process verbal information, such as spoken or written words. The latter is dedicated to processing nonverbal information, such as pictures, symbols, objects, and events. The verbal and nonverbal system are both independent and interconnected. Independence means that verbal and nonverbal information can be evoked directly by words and images, or indirectly by verbal and image coding tasks. Interconnectedness means that the information stored in one system can activate relevant information in another system. In other words, the nonverbal system can be activated by words, and the verbal system can be activated by objects or images. For example, images can bring to mind the names of related things, and words often evokes the corresponding images in the brain. The independent and interconnected relationship between the two systems has a positive effect on vocabulary learning. The more often learners associate vocabulary with related nonverbal information, the stronger the connection between the two systems is, and thus the better they can consolidate words.
Chapter Three Methodology ........................... 23
3.1 Research Questions ...................... 23
3.2 Research Participants ............................. 23
3.3 Research Instruments ......................... 24
Chapter Four Results and Discussion ........................... 43
4.1 Results ..................................... 43
4.1.1 Results of Vocabulary Tests ......................... 43
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