认知记忆三步骤在高中英语词汇记忆中的应用_英语教学论文
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[摘  要]

本文从认知心理学的记忆三步骤角度出发,研究了英语词汇记忆中难记、易忘等词汇学习困难。结合认知学的信息加工理论,认为应当在信息的输入阶段、加工储存阶段,以及输出阶段分别采用不同词汇记忆方法,如逻辑联想法、构词法等等,加强词汇记忆效果,最后利用艾宾浩斯记忆曲线合理安排复习,最终提高英语学习者的词汇习得效率。

[关键词] 认知心理学;记忆三步骤;词汇记忆;策略

Abstract:

Vocabulary learning is an essential part of language acquisition. Cognitive theory is an important branch of psychology; one of its major concerns is memory, that is, the memorization, retention, and retrieval of information. Based on the popular cognitive memory and the relevant linguistics theory, as well as the actual learning situation in China, vocabulary learning strategies are explored from the new perspective of “three-stage cognitive memory” in an attempt to find effective means to enhance vocabulary memory, so as to improve vocabulary learning and further facilitate learners’ vocabulary acquisition. It is proposed that effective vocabulary learning should distinguish and focus on three stages: inputting, encoding and storing, as well as retrieval.

Key words: cognitive memory; vocabulary learning strategies

1.    Introduction
It is widely accepted that to learn English as a second or foreign language, one has to set oneself the task of attaining a large amount of vocabulary. No one could possibly deny the significance of vocabulary. 
Wilkins5 emphasized “Without grammar very little can be conveyed; without vocabulary nothing can be conveyed”. In the meantime, the relevant studies show that only when s/he possesses at least 7000 words, can a native speaker understand his (her) everyday reading 117. In addition, a foreign language learner needs 5000 words (base line) to meet the requirements of daily reading, writing, listening and speaking118.
The gap between vocabulary requirements and the inefficiency of vocabulary learning methods make the exploration of new effective methods desirable, which leads to the necessity of understanding the basics of human memory.
 

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