双重代码理论在中学英语词汇教学中的实证性研究——创设情境对抽象词汇记忆效果的影响  

English Vocabulary Learning in High School Based on the Dual Coding Theory ---The empirical study of the effects of creating circumstance on the recall of concrete words

作　　者：靳琰[1] 武欢[1] 

机构地区：[1]西北师范大学外国语学院,甘肃兰州730070

出　　处：《基础教育外语教学研究》2013年第3期10-14,共5页Foreign Language Teaching & Research in Basic Education

基　　金：本文系2009---2010年全国基础教育外语教学研究资助金项目“双重代码理论在中学英语词汇教学中的实证性研究”（项目编号：JJWYZD2009002）的阶段性成果.

摘　　要：词汇是语言的基本要素，词汇能力是各项语言能力的基础。没有词汇，语言就失去了实际意义。本文基于双重代码理论在中学英语词汇教学中的有效性，运用该理论对中学英语词汇教学的成效进行了研究。结果表明，运用双重代码理论，并创设情境进行词汇教学，学生对具体词汇与抽象词汇的记忆效果均得到显著性提高，尤其以抽象词汇学习效果更为显著，该研究对中学生学习抽象词汇具有重要意义。Vocabulary is one of the essential components in any given language. There wiU be no practical significance without vocabulary. Vocabulary learning is also an indispensable part of learning a foreign language. Lack of vocabulary more or less hinders learners＇ development of language skills and limits adequate communication. This paper is based on the effectiveness of the application of the Dual Coding Theory in vocabulary learning in high school. After applying this theory by creating circumstance, both the recall of concrete words and abstract words are significantly improved, especially the effectiveness of the recall of abstract words.

关 键 词：双重代码理论 具体词汇 抽象词汇 情境 意象 

分 类 号：G442[哲学宗教—心理学]