英语词汇学习策略分析【毕业论文】.doc

1、I（20_届）本科毕业设计英语英语词汇学习策略分析ANALYSISOFENGLISHVOCABULARYLEARNINGSTRATEGIESII摘要英语词汇在语言运用中有非常重要的作用。对于把英语作为第二语言或外语的英语学习者来说，词汇往往是英语学习的难点。然而掌握大量词汇对英语的听，说，读，写，有很大的影响，并且是理解和表达思想的重要前提。因此，学好英语首先要克服生词障碍，准确理解词汇意义，提高语言应用能力。然而许多英语学习者词汇量有限，英语的综合能力无从提高。本篇论文主要阐述英语词汇学习，然后提出了几个切实可行的词汇记忆策略，就其包含的内容作了详细的分析，并对一些国外认为高效并且常用的策略

2、在中国使用率低的现象进行分析。关键词词汇学习；策略；记忆IIIABSTRACTENGLISHVOCABULARYISANESPECIALLYIMPORTANTCONSIDERATIONINTHEAPPLICATIONOFLANGUAGEFORLEARNERSOFENGLISHASASECONDORFOREIGNLANGUAGE,THEMAJORDIFFICULTYFORTHEMISVOCABULARYLEARNINGTHEQUANTITYOFMASTEREDVOCABULARYHASAGREATINFLUENCEONLEARNERSSKILLSOFENGLISHLISTENING,SPEAKI

3、NG,READING,ANDWRITINGMASTERINGVOCABULARYISTHEPRECONDITIONOFUNDERSTANDINGANDEXPRESSINGIDEASTHEREFORE,THEAUTHORTHINKSTHEFIRSTTHINGFORMASTERINGENGLISHISOVERCOMINGTHEBARRIEROFNEWWORDS,UNDERSTANDINGTHEMEANINGOFWORDSCORRECTLY,IMPROVINGTHELANGUAGEAPPLICATIONABILITYSINCEMANYPEOPLECANTIMPROVETHEIRCOMPREHENSI

4、VEABILITYOFENGLISHWITHTHERESTRICTIONOFVOCABULARY,HOWTOCOMMANDALARGEVOCABULARYHASBECOMETHEPRECONDITIONOFMASTERINGENGLISHTHISPAPERFOCUSESONENGLISHVOCABULARYLEARNINGANDLEARNINGSTRATEGIES,ONTHEBASISOFANALYZINGTHEEFFECTIVEMETHODSTHISPAPERALSOPUTSFORWARDSOMESUGGESTIONSFORENGLISHVOCABULARYTEACHINGKEYWORDSV

5、OCABULARYLEARNINGSTRATEGIESMEMORYCONTENTSABSTRACTIII1INTRODUCTION111THEPROBLEMSINSECONDLANGUAGELEARNING112SIGNIFICANCEOFVOCABULARYLEARNINGSTRATEGIES22VOCABULARYLEARNINGSTRATEGIES221DEFINITIONSOFVOCABULARYLEARNINGSTRATEGIES3211WHATISSTRATEGY3212VOCABULARYLEARNINGSTRATEGIES322CLASSIFICATIONSOFVOCABULA

6、RYLEARNINGSTRATEGIES4221CLASSIFICATIONSANDDEFINITIONSOFLANGUAGELEARNINGSTRATEGIES4222CLASSIFICATIONSANDDEFINITIONSOFVOCABULARYLEARNINGSTRATEGIES523ANALYSISOFVOCABULARYLEARNINGSTRATEGIES7231THEREASONSOFFORGETTERY7232MEMORY8233DEPTHOFPROCESSINGTHEORY103VOCABULARYLEARNINGSTRATEGIESUSEDBYCHINESEEFLSTUDE

7、NTS1031GENERALMEMORIZATIONSTRATEGIES1032KEYWORDSTRATEGY1233THEMANAGEMENTINVOCABULARYLEARNING124CONCLUSION13BIBLIOGRAPHY14APPENDIX15ACKNOWLEDGEMENTS1811INTRODUCTION11THEPROBLEMSINSECONDLANGUAGELEARNINGGRAMMARANDVOCABULARYAREUSUALLYTHEBIGGESTPROBLEMSINTHESECONDLANGUAGELEARNINGWITHOUTGRAMMARWEDONTKNOWH

8、OWTOEXPRESS,BUTWITHOUTVOCABULARYWEEVENDONTKNOWWHATTOEXPRESSJUSTASTHEFAMOUSENGLISHLINGUISTDAWILKINS1972STATES,“WITHOUTGRAMMARVERYLITTLECANBECONVEYED,WITHOUTVOCABULARYNOTHINGCANBECONVEYED”WILKINS,1972910THUSWEKNOWVOCABULARYISTHEBASICUNITINCONSTITUTINGALANGUAGE,ANDVOCABULARYLEARNINGISTHECOREOFENGLISHLE

9、ARNINGITISTHEEXPERIENCEOFMOSTLANGUAGETEACHERSTHATTHESINGLE,BIGGESTCOMPONENTOFANYLANGUAGECOURSEISVOCABULARYNOMATTERHOWWELLTHESTUDENTLEARNSGRAMMAR,NOMATTERHOWSUCCESSFULLYTHESOUNDSOFSECONDLANGUAGEAREMASTERED,WITHOUTWORDSTOEXPRESSAWIDERANGEOFMEANINGS,COMMUNICATIONINASECONDLANGUAGEJUSTCANNOTHAPPENINANYME

10、ANINGFULWAYMCCARTHY,19902324LAUFER1986ALSOTELLSUS“NOTEXTCOMPREHENSIONISPOSSIBLE,EITHERINONESNATIVELANGUAGEORINAFOREIGNLANGUAGE,WITHOUTUNDERSTANDINGTHETEXTSVOCABULARY“LAUFER,198624KRASHENANDTERRELL1983ALSOCLEARLYINDICATETHAT“VOCABULARYISOFPRIMECONCERNINSECONDLANGUAGESETTINGSBECAUSEITPLAYSADOMINANTROL

11、EINCLASSROOMSUCCESS“INBRIEF,VOCABULARYISTHEMAINBODYOFLANGUAGEEXPRESSING,WHICHPLAYSAVITALPARTINALLASPECTSOFLANGUAGELEARNINGINCLUDINGSPEAKING,LISTENING,READING,WRITINGANDTRANSLATIONITISRECOGNIZEDTHATTHEMASTERYOFVOCABULARYISAREQUISITECOMPONENTOFLEARNINGASECONDLANGUAGESOLEARNERSMUSTDEVELOPLARGEVOCABULAR

12、IESINORDERTOBECOMEPROFICIENTINLEARNINGASECONDLANGUAGEASWEKNOWVOCABULARYISSOIMPORTANTINLANGUAGELEARNING,HOWEVER,FORMOSTENGLISHLEARNERS,VOCABULARYISTHEGREATESTBARRIERTHETROUBLESTHATVOCABULARYBRINGSTOTHELANGUAGELEARNERSURGESCHOLARSTOSEEKTHELAWOFLANGUAGELEARNINGANDTHEIMPORTANCEOFVOCABULARYLEARNINGREQUIR

13、ELEARNERSTOOBEYTHELAWOFTHESECONDLANGUAGELEARNING,THEYSHOULDMASTERANDUSEDIFFERENTVOCABULARYLEARNINGSTRATEGIESINAFLEXIBLEWAYTOIMPROVETHEIRLEARNINGEFFICIENCY212SIGNIFICANCEOFVOCABULARYLEARNINGSTRATEGIESASVOCABULARYPLAYSAFUNDAMENTALROLEINSUCCESSFULSECONDLANGUAGELEARNING,ITISNODOUBTTHATGREATIMPORTANCESHO

14、ULDBEATTACHEDTOITNEVERTHELESS,FORMOSTCHINESESTUDENTS,ENGLISHVOCABULARYHASBEENTHEIRTOPCONCERNASWELLASTHEIRBIGHEADACHEINMANYCASES,THEYSPENDALOTOFTIMELEARNINGVOCABULARY,YETTHERESULTISNOTSATISFACTORY,ESPECIALLYWHENTHEYFACEAMUCHLARGERVOCABULARYTHANTHOSEINHIGHSCHOOLTHUS,INORDERTOHELPTHEMIMPROVETHEIRVOCABU

15、LARYLEARNINGEFFICIENCY,ITISREQUISITETOEXPLOREWHATLEARNINGSTRATEGIESTHEYACTUALLYUSEDURINGTHEIRENGLISHVOCABULARYLEARNINGPROCESSRESEARCHEMPHASISINTHEFIELDOFSECONDLANGUAGEACQUISITIONSINCE1970S,ANDSECONDLANGUAGELEARNINGHASTENDEDTOSHIFTFROMTEACHERSTEACHINGTOSTUDENTSLEARNING,ANDINCREASINGNUMBERSOFSTUDIESHA

16、VEBEENUNDERTAKENFROMTHESTUDENTSPERSPECTIVEBOTHLINGUISTSANDRESEARCHERSAREBECOMINGMOREANDMOREINTERESTEDINTHESTUDYOFTHELEARNINGPROCESSWHICHMEANSHOWSTUDENTSLEARNTHANTHELEARNINGPRODUCTWHICHMEANSWHATSTUDENTSLEARN“THESTUDYOFLEARNINGSTRATEGIESANDTHEPROCESSOFLEARNINGHASBEENPROMOTEDSINCELEARNINGSTRATEGIESPROM

17、OTEAUTONOMOUSLEARNING”MCDONOUGH,19955556ONCESTUDENTSHAVEDEVELOPEDTHEIRABILITYOFSELFSTUDY,THEYCANACHIEVEGREATAUTONOMYINTHEIRFUTURELEARNINGTHUS,SOMERESEARCHERSMOVEDAWAYFROMSEEKINGFORTHEPERFECTTEACHINGMETHOD,INSTEADOFFOCUSINGONHOWLEARNERSAPPROACHLEARNINGBOTHINANDOUTOFCLASSROOMRESEARCHINTOLANGUAGELEARNI

18、NGSTRATEGIESBEGANINTHE1970SIN1975,RUBINPUBLISHEDHERARTICLE“WHATTHEGOODLANGUAGELEARNERSCANTEACHUS“,ANDSUMMARIZEDSEVENLANGUAGESTRATEGIESEMPLOYEDBYTHEGOODLANGUAGELEARNERSSHEHELDTHATONCEIDENTIFIED,SUCHSTRATEGIESCOULDBEMADEAVAILABLETOLESSSUCCESSFULLEARNERSRUBIN197516SOMEOTHERSCHOLARSINFOREIGNCOUNTRIESCOH

19、ENOXFORD1990OMALLEYELLIS1994,ETCANDSOMECHINESESCHOLARSWUYIANWENQIUFANG,1996LIJIONGYING,2002,ETCHAVEALSOSTUDIEDSTRATEGIESUSEDBYLANGUAGELEARNERSDURINGTHEPROCESSOFFOREIGNLANGUAGELEARNING2VOCABULARYLEARNINGSTRATEGIESRESEARCHINTOLEARNINGSTRATEGIESHASBEENDONEFROMDIFFERENTASPECTSTHEFOLLOWINGWILLINTRODUCETH

20、EBACKGROUNDOFVOCABULARYLEARNINGSTRATEGIES,DEFINITIONSOFVOCABULARYLEARNINGSTRATEGIES,ANDCLASSIFICATIONSOFVOCABULARYLEARNINGSTRATEGIES321DEFINITIONSOFVOCABULARYLEARNINGSTRATEGIES211WHATISSTRATEGYTHEWORD“STRATEGY“ORIGINATESFROMTHEANCIENTGREEKTERM“STRATEGIA“,WHICHMEANS“GENERALSHIP”OR“THEARTOFWAR”ANDITIN

21、VOLVESTHEOPTIMALMANAGEMENTOFTROOPS,SHIPS,ORAIRCRAFTINAPLANNEDCAMPAIGNLATERTHESPECIFICIMPLICATIONOFTHETERMISTOMEAN“APLAN,STEPORACTIONTOWARDACHIEVEMENTOFANOBJECTIVE”ITISEXPLAINEDAS“APLANNEDSERIESOFACTIONSFORACHIEVINGSOMETHINGSKILLFULPLANNINGINGENERAL”INLONGMANDICTIONARYOFCONTEMPORARYWHENTHECONCEPTOFST

22、RATEGYISINTRODUCEDINEDUCATION,ITHASTAKENONANEWMEANINGANDBEENFURTHERTRANSFORMEDINTO“LEARNINGSTRATEGIES“SOMEDIFFERENTBUTRELATEDTERMSARE“APPROACHES“,“TECHNIQUES“AND“TACTICS“DIFFERENTRESEARCHERSHAVEGIVENDIFFERENTDEFINITIONSOFLANGUAGELEARNINGSTRATEGIESJUSTASELLISR1994PUTIT,“THECONCEPTOFSTRATEGYISAFUSSYON

23、E“HELISTEDFIVEDEFINITIONSOFLEARNINGSTRATEGYWECANALSOFINDOTHEROPINIONSFROMCOHEN1987,1990NUNAN1999RICHARDSANDPLATTSELFTALKINVOLVESUSINGMENTALCONTROLTOASSUREONESELFTHATALEARNINGACTIVITYWILLBESUCCESSFULORTOREDUCEANXIETYABOUTATASKTHEAPPENDIX1SHOWSTHECLASSIFICATIONINDETAILINTHISTABLE,ALMOSTALLVOCABULARYLE

24、ARNINGSTRATEGIESAREINCLUDEDTHEYAREADVANCEORGANIZERSTRATEGY,SELECTIVEATTENTIONSTRATEGY,SELFMANAGEMENTSTRATEGY,SELFMONITORINGSTRATEGY,REPETITIONSTRATEGY,TRANSLATIONSTRATEGY,NOTETAKINGSTRATEGY,IMAGERYSTRATEGY,KEYWORDSTRATEGY,CONTEXTUALIZATIONSTRATEGY,COOPERATIONSTRATEGYANDSOONTHEMAINSTRATEGIESWILLBEANA

25、LYSEDANDCOMMENTWILLBEGIVEN222CLASSIFICATIONSANDDEFINITIONSOFVOCABULARYLEARNINGSTRATEGIESINTHISPART,THEAUTHORWILLANALYZETHEMAINVOCABULARYLEARNINGSTRATEGIESANUMBEROFSTUDIESONSPECIFICVOCABULARYLEARNINGSTRATEGIESHAVEBEENCARRIEDOUT1IMAGERYIMAGERYISONEOFTHESTRATEGIESLEARNERSUSEINTHEIRVOCABULARYLEARNINGPRO

26、CESSIMAGERYHASBEENSHOWNTOBEMOREEFFECTIVETHANMEREREPETITIONFORREADINGPASSAGESANDSENTENCES,SUGGESTINGITCOULDBEWELLEFFECTIVEFORVOCABULARYTOONEWWORDSCANALSOBEASSOCIATEDWITHAPARTICULARLYVIVIDPERSONALEXPERIENCEOFTHEUNDERLYINGCONCEPT,FOREXAMPLE,ALEARNERMENTALLY6CONNECTINGTHEWORDSNOWTOAMEMORYOFPLAYINGINTHES

27、NOWWITHACHILD“NORBERTSCHMITT,1995132ONEOFTHEMOSTEXPLOREDMNEMONICSTRATEGIESBASEDONIMAGERYFORLEARNINGFOREIGNLANGUAGEISTHEKEYWORDMETHODTHISSTRATEGYISATHREESTEPPROCEDUREFORANATIVESPEAKEROFENGLISHTOCOMBINEAFOREIGNLANGUAGEWORDWITHITSENGLISHTRANSLATIONINTHEFIRSTSTEP,ACONCRETEENGLISHNOUNTHATISACOUSTICALLYSI

28、MILARTOSOMEPARTOFTHEFOREIGNWORDISSELECTEDASTHEKEYWORDTHESECONDSTEPWOULDREQUIRETHELEARNERTOBUILDASTABLERECEPTBETWEENTHEFOREIGNWORDANDTHEKEYWORDDURINGTHETHIRDSTEP,THELEARNERISREQUIREDTOBUILDANINTERACTIVEVISUALIMAGETHATINTEGRATESTHEDEFINITIONOFTHEKEYWORDWITHTHEENGLISHTRANSLATIONOFTHEFOREIGNWORDFOREXAMP

29、LE,INLEARNINGAGERMANWORD“RATHAUS“,WHICHMEANS“TOWNHALL“BUTSOUNDSLIKE“RATHOUSE“INENGLISH,THELEARNERCANUSETHEENGLISHWORD“RATHOUSE“ASTHEKEYWORDTODERIVINGAVISUALIMAGEOFALOTOFRATSCOMINGOUTOFHISLOCALTOWNHALLTHENRECALLTHEIMAGETHATWILLREMINDTHELEARNEROFBOTHTHEWORD“RATHAUS“ANDITSMEANING,“TOWNHALL”EVENTHOUGHMN

30、EMONICTECHNIQUESANDSYSTEMSHAVEBEENINUSEFORMORETHANTWOTHOUSANDYEARS,ALLTHEEXPERIMENTALRESEARCHONMNEMONICSHASACTUALLYBEENCONDUCTEDINTHELASTFORTYYEARSANDTHEKEYWORDMETHODISJUSTONEOFTHEMOSTEXTENSIVELYRESEARCHEDMNEMONICTECHNIQUESTODATEITISAVERYEFFECTIVESTRATEGYFORNATIVEENGLISHSPEAKERSTOACQUIREFOREIGNLANGU

31、AGESFURTHERMORE,ITALSOINDICATESTHATTHEUSEOFKEYWORDMETHODISPRACTICALINPUBLICSCHOOLCLASSROOMCONTEXTSANDTHUSTHEAPPLICATIONOFTHISMETHODSHOULDBEADVOCATEDINVOCABULARYLEARNINGANDTEACHINGHOWEVERTHISSTRATEGYISNOTTHATPOPULARINCHINAWEWILLDISCUSSTHISPHENOMENONLATER2GUESSINGKRASHEN1989PROPOSEDINCIDENTALLEARNINGT

32、HEORY,WHICHHASRECEIVEDLOTSOFATTENTIONHISTHEORYCLAIMEDTHATVOCABULARYISBESTACQUIREDINCIDENTALLYBYGUESSINGMEANINGSOFTHEUNKNOWNWORDSFROMCONTEXTTHROUGHTHEBEHAVIOROFREADINGITSELFBUTMOREOTHERSTUDIESONSECONDLANGUAGEREADINGANDVOCABULARYACQUISITIONHAVECHALLENGEDTHISVIEWINTERMSOFWRONGGUESSES,REQUIREDFORMUCHTIM

33、E,DOUBTFULVALIDITYTOVARIOUSAGES,LEVELSANDLANGUAGEGROUPSBESIDES,ITHADBEENNOTEDTHATEVENTHESUCCESSINCORRECTGUESSDOESNOTNECESSARILYLEADTOTHESUCCESSFULACQUISITIONOFNEWWORDS3DICTIONARYUSEDICTIONARYUSEISANOTHERESSENTIALSTRATEGYOFVOCABULARYACQUISITIONITHADBEENFOUNDTHATAMERICANSTUDENTSLEARNINGSPANISHCOULDREM

34、EMBERMOREWORDSTHANTHOSEWHODID7NOTUSEDICTIONARYWHENTHEYREADTWOSPANISHTEXTSUSINGADICTIONARYTHESTUDYSHOWSTHATTHEUSEOFDICTIONARYHASAPOSITIVEEFFECTONINCIDENTALVOCABULARYLEARNINGTHEREISANEEDFORMORESPECIFICTRAININGOFDICTIONARYUSE,WHICHCANHELPSTUDENTSMAKEGOODUSEOFTHEIRDICTIONARIESTOENLARGETHEIRVOCABULARY4GR

35、OUPINGGROUPINGISANIMPORTANTWAYTOAFFECTRECALL,ANDPEOPLESEEMTOORGANIZEWORDSINTOGROUPSNATURALLYWITHOUTANYPROMPTINGINSOMEFREERECALLSTUDIES,FIRSTLANGUAGETESTEESWEREGIVENLISTSOFWORDSTOSTUDYANDTHENRECALLINANYORDERUSUALLY,WORDSBELONGINGTOEACHMEANINGCATEGORYARERECALLEDTOGETHERIFTHEWORDSAREORGANIZEDINSOMEWAYB

36、EFOREMEMORIZATION,RECALLABILITYISIMPROVEDTHEFIRSTLANGUAGESTUDIESSHOWGROUPINGWORKSFORNATIVESPEAKERS,ANDTHEREISNOREASONTOBELIEVEITDOESNTDOTHESAMEFORSECONDLANGUAGELEARNERSBUT,CHAMOT1984POINTSOUTTHATTHEGROUPINGMAYWORKBETTERFORMORESKILLFULLEARNERS,ASTHEYHAVEBEENSHOWNTOCHOOSEGROUPINGSTRATEGIESMORETHANBEGI

37、NNERSDID5OTHERMEMORYSTRATEGIESSCHOLFIELD1980NOTEDTHATASTRUCTURALANALYSISOFWORDSCANBEUSEFULFORDETERMININGTHEIRMEANING,STUDYINGAWORDSAFFIXES,ROOT,ANDWORDCLASSISUSEFULASAWAYOFCONSOLIDATINGITSMEANINGPARAPHRASINGMAYALSOBEUSEDTOTEACHTHEMEANINGOFNEWWORDSANDITCANALSOBEUSEDASAMEMORYSTRATEGYWHICHIMPROVESRECAL

38、LOFAWORDBYEXPLAININGTHEWORDSMEANING23ANALYSISOFVOCABULARYLEARNINGSTRATEGIES231THEREASONSOFFORGETTERYASASTUDENT,THEAUTHOROFTENHEARSCLASSMATESCOMPLAINABOUTTHEEASYFORGETTINGCHARACTERISTICSOFVOCABULARYLEARNINGTHENWHYDOWEEASILYFORGETGAIRNSANDREDMAN1986MENTIONONETHEORYOFFORGETTING,NAMELY,DECAYTHEORYACCORD

39、INGTOTHISTHEORY,INFORMATIONSTOREDINTHEMEMORYWILLGRADUALLYFADEINTHEMEMORYANDULTIMATELYDISAPPEARUNLESSITISACTIVATEDREGULARLYASTOTHERATEATWHICHWEFORGET,THEYSTATE,EIGHTYPERCENTOFTHEINFORMATIONWEFORGETISLOSTWITHINTWENTYFOURHOURSOFINITIALLEARNINGINADDITION,THEYDISCOVERINTERFERENCEMAYEXISTWHENACTIVITIESUND

40、ERTAKENPRIORTOORAFTERPERIODSOFLEARNINGTOBEMORESPECIFIC,ACTIVITIESUNDERTAKENBEFORELEARNINGMAY8HAVEADETRIMENTALEFFECTONABSORBINGNEWINPUT,WHILETHOSEUNDERTAKENAFTERLEARNINGMAYINTERFEREWITHTHEEFFECTIVECONSOLIDATIONANDRETENTIONOFNEWINPUTSOITISNECESSARYFORLEARNERSTOHAVESOMEIDEAOFTHEDECAYTHEORY,THERATEOFFOR

41、GETTINGANDTHEPOSSIBLEINTERFERENCEMENTIONEDABOVEINANEFFORTTOCOMBATDECAYANDINTERFERENCE,WHICHISVERYIMPORTANTTOVOCABULARYSTORAGEANDRETRIEVALINCONCLUSION,MEMORYPLAYSAVERYIMPORTANTPARTINLANGUAGELEARNING,ESPECIALLYVOCABULARYLEARNING“STRATEGIESTHATMOREACTIVELYENGAGETHEPERSONSMENTALPROCESSESSHOULDBEMOREEFFE

42、CTIVEINSUPPORTINGLEARNINGOMALLEYANDCHAMOT199018“SODOVOCABULARYLEARNINGSTRATEGIESVOCABULARYLEARNINGSTRATEGIESTHATMOREACTIVELYENGAGETHELEARNERSMENTALPROCESSSHOULDBEMOREEFFECTIVEINSUPPORTINGVOCABULARYLEARNINGINTHATTHEYCANIMPROVEVOCABULARYINPUT,STORAGEANDRETRIEVAL232MEMORYMEMORYISAVERYIMPORTANTCONCEPTIN

43、COGNITIVESTUDY,WHICHISCLOSELYRELATEDTOTHESTUDYOFSECONDLANGUAGEVOCABULARYACQUISITIONWITHOUTMEMORY,ONECOULDNOTBEGINTOLEARNLANGUAGEMEMORYISVERYCOMPLICATED,SOTHISPARTISDEVOTEDTOTHEORETICALASPECTSOFMEMORY,BUTISBOTHBRIEFANDSELECTIVETHEAUTHORWILLTRYTOOUTLINEONLYTHOSEASPECTSOFMEMORYTHATAREPARTICULARLYRELEVA

44、NTTOVOCABULARYLEARNING1TYPESOFMEMORYASHCRAFT1989IDENTIFIESTHREETYPESOFMEMORYSENSORYMEMORY,SHORTTERMMEMORY/WORKINGMEMORY,ANDLONGTERMMEMORY,ANDACCORDINGTOHIM,THEYARETHREEMAJORMEMORYCOMPONENTSINTHEHUMANINFORMATIONPROCESSINGSYSTEMINFORMATIONKEPTINSENSORYMEMORYCANONLYLASTONEORTWOSECONDS,THEREFORE,IFATTEN

45、TIONCANNOTBEDEVOTEDTOTHECONTENTSOFSENSORYMEMORY,THEINFORMATIONWILLBELOSTRAPIDLYINOTHERWORDS,WHENWEATTENDTOTHECONTENTSOFSENSORYMEMORY,THECONTENTSARETRANSFERREDVIAATTENTIONINTOSHORTTERMMEMORYWHENWEFAILTOATTENDTHECONTENTSARELOSTORFORGOTTEN,QUICKLYREPLACEDBYTHENEWSENSORYMESSAGESBEINGENCODEDINTOTHESYSTEM

46、SHORTTERMMEMORYISLIMITEDINCAPACITYITCANHOLDUPTO7PLUSORMINUS2UNITSOFINFORMATIONIFINFORMATIONISMEANINGFULLYCONNECTED,THENSHORTTERMMEMORYCANHOLDMORE“APOWERFULDEVICEFOROVERCOMINGTHELIMITATIONINCAPACITYISCALLEDRECODING,GROUPINGORCHUNKINGTOGETHERSOMEOFTHEINFORMATIONINTOLARGERUNITS,THUSSAVINGCAPACITYANDAVO

47、IDINGPOSSIBLEOVERLOADASHCRAFT198954“ANDHEMENTIONS,THE9MODESTAMOUNTSOFINFORMATIONCANONLYBEHELDFORABRIEFPERIOD,ABOUT15TO20SECONDS,LONGERIFYOUREHEARSEITUNLIKESHORTTERMMEMORYWHICHISLIMITEDINCAPACITY,LONGTERMMEMORYISSEEMINGLYINEXHAUSTIBLEANDCANACCOMMODATEANYAMOUNTOFNEWINFORMATIONLONGTERMMEMORYISTHEULTIMA

48、TEDESTINATIONFORINFORMATIONWEWANTTOLEARNANDREMEMBER,THEMEMORYSYSTEMRESPONSIBLEFORSTORINGINFORMATIONONARELATIVELYPERMANENTBASIS2FOURSTAGEENCODINGPROCESSNEWINFORMATIONISACQUIREDTHROUGHAFOURSTAGEENCODINGPROCESSINVOLVINGSELECTION,ACQUISITION,CONSTRUCTION,ANDINTEGRATIONFIRSTLY,THROUGHSELECTION,LEARNERSFO

49、CUSONSPECIFICINFORMATIONOFINTERESTFROMEXTERNALWORLD,ANDTRANSFERTHATINFORMATIONFROMSENSORYMEMORYINTOWORKINGMEMORYSECONDLY,INACQUISITION,LEARNERSACTIVELYTRANSFERINFORMATIONFROMWORKINGMEMORYINTOLONGTERMMEMORYFORPERMANENTSTORAGETHIRDLY,INTHESTAGEOFCONSTRUCTION,LEARNERSACTIVELYBUILDINTERNALCONNECTIONSBETWEENIDEASCONTAINEDINWORKINGMEMORYTHEINFORMATIONFROMLONGTERMMEMORYCANBEUSEDTOENRICHTHELEARNERSUNDERSTANDINGORRETENTIONOFTHENEWIDEASBYPROVIDINGRELATEDINFORMATIONINTOWHICHTHENEWIDEASCANBEORGANIZEDFINALLY,INTHEPROCESSOFINTEGRATION,THELEARNERACTIVELYSEARCHESFORPRIORKNOWLEDGEINLONGTERMMEM