1、1毕业论文开题报告英语英语词汇学习策略分析一、论文选题的背景、意义（所选课题的历史背景、国内外研究现状和发展趋势）选题的背景词汇是构成语言的基本单位,词汇学习是英语学习的核心美国著名语言学家DAWILKINS1972说过,没有语法,人们不能表达很多东西；而没有词汇，人们则无法表达任何东西。由此可见，词汇是语言表达意义的主要载体对于大部分英语学习者来说，词汇是最大的障碍。词汇非语言学习带来的困难促使人们寻求词汇学习的规律性。词汇学习的重要性要求学习者在词汇学习中，必须遵循第二语言学习的规律，掌握并灵活运用多种词汇学习策略，以提高学习效率。学好词汇是学好英语的关键之一，因为词汇是语言的基本单位，离
2、开了词汇，就谈不上语言，更谈不上对语言的运用。虽然只强调熟记单词，认为记住单词就等于掌握了一门语言的观点不对，但忽视词汇掌握的观点同样是错误的。即使一个人的语法学得很好，语音也很优美，但是如果他词汇量不够，他就无法用这门语言来表达自己的情感或理解别人的观点，也就无法同别人交流。而很多人在学习词汇时的一个很深的体会和困扰就是记得快也忘得快。那么，为什么会发生这种现象呢遗忘的机制到底是什么遗忘有什么特点什么办法能帮助我们减慢遗忘的速度心理学家们多年来对遗忘与记忆的研究为我们改善这一现象提供了一定的启示与帮助。本文将结合心理学对遗忘与记忆研究的理论与实验来探讨有效记忆英语词汇的相应策略和方法。国内外
3、研究现状及发展趋势OMALLEYSKILLFULPLANNINGINGENERAL（为实现目标而采取的一系列有计划的行为或一般而言巧妙的计划）可见策略本身有计划、精致、有意识的操控、实现目的等方面的特征。当策略体现在非军事背景中时，如语言学习，它意味着为实现目标而制定的计划和采取的有意识的行为。理解了策略，就不难理解什么是学习策略。OMALLEYLEARNINGSTRATEGIESMEMORYCONTENTSABSTRACTXIII1INTRODUCTION211THEPROBLEMSINSECONDLANGUAGELEARNING212SIGNIFICANCEOFVOCABULARYLEAR
4、NINGSTRATEGIES32VOCABULARYLEARNINGSTRATEGIES421DEFINITIONSOFVOCABULARYLEARNINGSTRATEGIES4211WHATISSTRATEGY4212VOCABULARYLEARNINGSTRATEGIES422CLASSIFICATIONSOFVOCABULARYLEARNINGSTRATEGIES5221CLASSIFICATIONSANDDEFINITIONSOFLANGUAGELEARNINGSTRATEGIES5222CLASSIFICATIONSANDDEFINITIONSOFVOCABULARYLEARNING
5、STRATEGIES623ANALYSISOFVOCABULARYLEARNINGSTRATEGIES9231THEREASONSOFFORGETTERY9232MEMORY9233DEPTHOFPROCESSINGTHEORY113VOCABULARYLEARNINGSTRATEGIESUSEDBYCHINESEEFLSTUDENTS1231GENERALMEMORIZATIONSTRATEGIES1232KEYWORDSTRATEGY1333THEMANAGEMENTINVOCABULARYLEARNING144CONCLUSION14BIBLIOGRAPHY16APPENDIX17ACK
6、NOWLEDGEMENTS201INTRODUCTION11THEPROBLEMSINSECONDLANGUAGELEARNINGGRAMMARANDVOCABULARYAREUSUALLYTHEBIGGESTPROBLEMSINTHESECONDLANGUAGELEARNINGWITHOUTGRAMMARWEDONTKNOWHOWTOEXPRESS,BUTWITHOUTVOCABULARYWEEVENDONTKNOWWHATTOEXPRESSJUSTASTHEFAMOUSENGLISHLINGUISTDAWILKINS1972STATES,“WITHOUTGRAMMARVERYLITTLEC
7、ANBECONVEYED,WITHOUTVOCABULARYNOTHINGCANBECONVEYED”WILKINS,1972910THUSWEKNOWVOCABULARYISTHEBASICUNITINCONSTITUTINGALANGUAGE,ANDVOCABULARYLEARNINGISTHECOREOFENGLISHLEARNINGITISTHEEXPERIENCEOFMOSTLANGUAGETEACHERSTHATTHESINGLE,BIGGESTCOMPONENTOFANYLANGUAGECOURSEISVOCABULARYNOMATTERHOWWELLTHESTUDENTLEAR
8、NSGRAMMAR,NOMATTERHOWSUCCESSFULLYTHESOUNDSOFSECONDLANGUAGEAREMASTERED,WITHOUTWORDSTOEXPRESSAWIDERANGEOFMEANINGS,COMMUNICATIONINASECONDLANGUAGEJUSTCANNOTHAPPENINANYMEANINGFULWAYMCCARTHY,19902324LAUFER1986ALSOTELLSUS“NOTEXTCOMPREHENSIONISPOSSIBLE,EITHERINONESNATIVELANGUAGEORINAFOREIGNLANGUAGE,WITHOUTU
9、NDERSTANDINGTHETEXTSVOCABULARY“LAUFER,198624KRASHENANDTERRELL1983ALSOCLEARLYINDICATETHAT“VOCABULARYISOFPRIMECONCERNINSECONDLANGUAGESETTINGSBECAUSEITPLAYSADOMINANTROLEINCLASSROOMSUCCESS“INBRIEF,VOCABULARYISTHEMAINBODYOFLANGUAGEEXPRESSING,WHICHPLAYSAVITALPARTINALLASPECTSOFLANGUAGELEARNINGINCLUDINGSPEA
10、KING,LISTENING,READING,WRITINGANDTRANSLATIONITISRECOGNIZEDTHATTHEMASTERYOFVOCABULARYISAREQUISITECOMPONENTOFLEARNINGASECONDLANGUAGESOLEARNERSMUSTDEVELOPLARGEVOCABULARIESINORDERTOBECOMEPROFICIENTINLEARNINGASECONDLANGUAGEASWEKNOWVOCABULARYISSOIMPORTANTINLANGUAGELEARNING,HOWEVER,FORMOSTENGLISHLEARNERS,V
11、OCABULARYISTHEGREATESTBARRIERTHETROUBLESTHATVOCABULARYBRINGSTOTHELANGUAGELEARNERSURGESCHOLARSTOSEEKTHELAWOFLANGUAGELEARNINGANDTHEIMPORTANCEOFVOCABULARYLEARNINGREQUIRELEARNERSTOOBEYTHELAWOFTHESECONDLANGUAGELEARNING,THEYSHOULDMASTERANDUSEDIFFERENTVOCABULARYLEARNINGSTRATEGIESINAFLEXIBLEWAYTOIMPROVETHEI
12、RLEARNINGEFFICIENCY12SIGNIFICANCEOFVOCABULARYLEARNINGSTRATEGIESASVOCABULARYPLAYSAFUNDAMENTALROLEINSUCCESSFULSECONDLANGUAGELEARNING,ITISNODOUBTTHATGREATIMPORTANCESHOULDBEATTACHEDTOITNEVERTHELESS,FORMOSTCHINESESTUDENTS,ENGLISHVOCABULARYHASBEENTHEIRTOPCONCERNASWELLASTHEIRBIGHEADACHEINMANYCASES,THEYSPEN
13、DALOTOFTIMELEARNINGVOCABULARY,YETTHERESULTISNOTSATISFACTORY,ESPECIALLYWHENTHEYFACEAMUCHLARGERVOCABULARYTHANTHOSEINHIGHSCHOOLTHUS,INORDERTOHELPTHEMIMPROVETHEIRVOCABULARYLEARNINGEFFICIENCY,ITISREQUISITETOEXPLOREWHATLEARNINGSTRATEGIESTHEYACTUALLYUSEDURINGTHEIRENGLISHVOCABULARYLEARNINGPROCESSRESEARCHEMP
14、HASISINTHEFIELDOFSECONDLANGUAGEACQUISITIONSINCE1970S,ANDSECONDLANGUAGELEARNINGHASTENDEDTOSHIFTFROMTEACHERSTEACHINGTOSTUDENTSLEARNING,ANDINCREASINGNUMBERSOFSTUDIESHAVEBEENUNDERTAKENFROMTHESTUDENTSPERSPECTIVEBOTHLINGUISTSANDRESEARCHERSAREBECOMINGMOREANDMOREINTERESTEDINTHESTUDYOFTHELEARNINGPROCESSWHICH
15、MEANSHOWSTUDENTSLEARNTHANTHELEARNINGPRODUCTWHICHMEANSWHATSTUDENTSLEARN“THESTUDYOFLEARNINGSTRATEGIESANDTHEPROCESSOFLEARNINGHASBEENPROMOTEDSINCELEARNINGSTRATEGIESPROMOTEAUTONOMOUSLEARNING”MCDONOUGH,19955556ONCESTUDENTSHAVEDEVELOPEDTHEIRABILITYOFSELFSTUDY,THEYCANACHIEVEGREATAUTONOMYINTHEIRFUTURELEARNIN
16、GTHUS,SOMERESEARCHERSMOVEDAWAYFROMSEEKINGFORTHEPERFECTTEACHINGMETHOD,INSTEADOFFOCUSINGONHOWLEARNERSAPPROACHLEARNINGBOTHINANDOUTOFCLASSROOMRESEARCHINTOLANGUAGELEARNINGSTRATEGIESBEGANINTHE1970SIN1975,RUBINPUBLISHEDHERARTICLE“WHATTHEGOODLANGUAGELEARNERSCANTEACHUS“,ANDSUMMARIZEDSEVENLANGUAGESTRATEGIESEM
17、PLOYEDBYTHEGOODLANGUAGELEARNERSSHEHELDTHATONCEIDENTIFIED,SUCHSTRATEGIESCOULDBEMADEAVAILABLETOLESSSUCCESSFULLEARNERSRUBIN197516SOMEOTHERSCHOLARSINFOREIGNCOUNTRIESCOHENOXFORD1990OMALLEYELLIS1994,ETCANDSOMECHINESESCHOLARSWUYIANWENQIUFANG,1996LIJIONGYING,2002,ETCHAVEALSOSTUDIEDSTRATEGIESUSEDBYLANGUAGELE
18、ARNERSDURINGTHEPROCESSOFFOREIGNLANGUAGELEARNING2VOCABULARYLEARNINGSTRATEGIESRESEARCHINTOLEARNINGSTRATEGIESHASBEENDONEFROMDIFFERENTASPECTSTHEFOLLOWINGWILLINTRODUCETHEBACKGROUNDOFVOCABULARYLEARNINGSTRATEGIES,DEFINITIONSOFVOCABULARYLEARNINGSTRATEGIES,ANDCLASSIFICATIONSOFVOCABULARYLEARNINGSTRATEGIES21DE
19、FINITIONSOFVOCABULARYLEARNINGSTRATEGIES211WHATISSTRATEGYTHEWORD“STRATEGY“ORIGINATESFROMTHEANCIENTGREEKTERM“STRATEGIA“,WHICHMEANS“GENERALSHIP”OR“THEARTOFWAR”ANDITINVOLVESTHEOPTIMALMANAGEMENTOFTROOPS,SHIPS,ORAIRCRAFTINAPLANNEDCAMPAIGNLATERTHESPECIFICIMPLICATIONOFTHETERMISTOMEAN“APLAN,STEPORACTIONTOWAR
20、DACHIEVEMENTOFANOBJECTIVE”ITISEXPLAINEDAS“APLANNEDSERIESOFACTIONSFORACHIEVINGSOMETHINGSKILLFULPLANNINGINGENERAL”INLONGMANDICTIONARYOFCONTEMPORARYWHENTHECONCEPTOFSTRATEGYISINTRODUCEDINEDUCATION,ITHASTAKENONANEWMEANINGANDBEENFURTHERTRANSFORMEDINTO“LEARNINGSTRATEGIES“SOMEDIFFERENTBUTRELATEDTERMSARE“APP
21、ROACHES“,“TECHNIQUES“AND“TACTICS“DIFFERENTRESEARCHERSHAVEGIVENDIFFERENTDEFINITIONSOFLANGUAGELEARNINGSTRATEGIESJUSTASELLISR1994PUTIT,“THECONCEPTOFSTRATEGYISAFUSSYONE“HELISTEDFIVEDEFINITIONSOFLEARNINGSTRATEGYWECANALSOFINDOTHEROPINIONSFROMCOHEN1987,1990NUNAN1999RICHARDSANDPLATTSELFTALKINVOLVESUSINGMENT
22、ALCONTROLTOASSUREONESELFTHATALEARNINGACTIVITYWILLBESUCCESSFULORTOREDUCEANXIETYABOUTATASKTHEAPPENDIX1SHOWSTHECLASSIFICATIONINDETAILINTHISTABLE,ALMOSTALLVOCABULARYLEARNINGSTRATEGIESAREINCLUDEDTHEYAREADVANCEORGANIZERSTRATEGY,SELECTIVEATTENTIONSTRATEGY,SELFMANAGEMENTSTRATEGY,SELFMONITORINGSTRATEGY,REPET
23、ITIONSTRATEGY,TRANSLATIONSTRATEGY,NOTETAKINGSTRATEGY,IMAGERYSTRATEGY,KEYWORDSTRATEGY,CONTEXTUALIZATIONSTRATEGY,COOPERATIONSTRATEGYANDSOONTHEMAINSTRATEGIESWILLBEANALYSEDANDCOMMENTWILLBEGIVEN222CLASSIFICATIONSANDDEFINITIONSOFVOCABULARYLEARNINGSTRATEGIESINTHISPART,THEAUTHORWILLANALYZETHEMAINVOCABULARYL
24、EARNINGSTRATEGIESANUMBEROFSTUDIESONSPECIFICVOCABULARYLEARNINGSTRATEGIESHAVEBEENCARRIEDOUT1IMAGERYIMAGERYISONEOFTHESTRATEGIESLEARNERSUSEINTHEIRVOCABULARYLEARNINGPROCESSIMAGERYHASBEENSHOWNTOBEMOREEFFECTIVETHANMEREREPETITIONFORREADINGPASSAGESANDSENTENCES,SUGGESTINGITCOULDBEWELLEFFECTIVEFORVOCABULARYTOO
25、NEWWORDSCANALSOBEASSOCIATEDWITHAPARTICULARLYVIVIDPERSONALEXPERIENCEOFTHEUNDERLYINGCONCEPT,FOREXAMPLE,ALEARNERMENTALLYCONNECTINGTHEWORDSNOWTOAMEMORYOFPLAYINGINTHESNOWWITHACHILD“NORBERTSCHMITT,1995132ONEOFTHEMOSTEXPLOREDMNEMONICSTRATEGIESBASEDONIMAGERYFORLEARNINGFOREIGNLANGUAGEISTHEKEYWORDMETHODTHISST
26、RATEGYISATHREESTEPPROCEDUREFORANATIVESPEAKEROFENGLISHTOCOMBINEAFOREIGNLANGUAGEWORDWITHITSENGLISHTRANSLATIONINTHEFIRSTSTEP,ACONCRETEENGLISHNOUNTHATISACOUSTICALLYSIMILARTOSOMEPARTOFTHEFOREIGNWORDISSELECTEDASTHEKEYWORDTHESECONDSTEPWOULDREQUIRETHELEARNERTOBUILDASTABLERECEPTBETWEENTHEFOREIGNWORDANDTHEKEY
27、WORDDURINGTHETHIRDSTEP,THELEARNERISREQUIREDTOBUILDANINTERACTIVEVISUALIMAGETHATINTEGRATESTHEDEFINITIONOFTHEKEYWORDWITHTHEENGLISHTRANSLATIONOFTHEFOREIGNWORDFOREXAMPLE,INLEARNINGAGERMANWORD“RATHAUS“,WHICHMEANS“TOWNHALL“BUTSOUNDSLIKE“RATHOUSE“INENGLISH,THELEARNERCANUSETHEENGLISHWORD“RATHOUSE“ASTHEKEYWOR
28、DTODERIVINGAVISUALIMAGEOFALOTOFRATSCOMINGOUTOFHISLOCALTOWNHALLTHENRECALLTHEIMAGETHATWILLREMINDTHELEARNEROFBOTHTHEWORD“RATHAUS“ANDITSMEANING,“TOWNHALL”EVENTHOUGHMNEMONICTECHNIQUESANDSYSTEMSHAVEBEENINUSEFORMORETHANTWOTHOUSANDYEARS,ALLTHEEXPERIMENTALRESEARCHONMNEMONICSHASACTUALLYBEENCONDUCTEDINTHELASTF
29、ORTYYEARSANDTHEKEYWORDMETHODISJUSTONEOFTHEMOSTEXTENSIVELYRESEARCHEDMNEMONICTECHNIQUESTODATEITISAVERYEFFECTIVESTRATEGYFORNATIVEENGLISHSPEAKERSTOACQUIREFOREIGNLANGUAGESFURTHERMORE,ITALSOINDICATESTHATTHEUSEOFKEYWORDMETHODISPRACTICALINPUBLICSCHOOLCLASSROOMCONTEXTSANDTHUSTHEAPPLICATIONOFTHISMETHODSHOULDB
30、EADVOCATEDINVOCABULARYLEARNINGANDTEACHINGHOWEVERTHISSTRATEGYISNOTTHATPOPULARINCHINAWEWILLDISCUSSTHISPHENOMENONLATER2GUESSINGKRASHEN1989PROPOSEDINCIDENTALLEARNINGTHEORY,WHICHHASRECEIVEDLOTSOFATTENTIONHISTHEORYCLAIMEDTHATVOCABULARYISBESTACQUIREDINCIDENTALLYBYGUESSINGMEANINGSOFTHEUNKNOWNWORDSFROMCONTEX
31、TTHROUGHTHEBEHAVIOROFREADINGITSELFBUTMOREOTHERSTUDIESONSECONDLANGUAGEREADINGANDVOCABULARYACQUISITIONHAVECHALLENGEDTHISVIEWINTERMSOFWRONGGUESSES,REQUIREDFORMUCHTIME,DOUBTFULVALIDITYTOVARIOUSAGES,LEVELSANDLANGUAGEGROUPSBESIDES,ITHADBEENNOTEDTHATEVENTHESUCCESSINCORRECTGUESSDOESNOTNECESSARILYLEADTOTHESU
32、CCESSFULACQUISITIONOFNEWWORDS3DICTIONARYUSEDICTIONARYUSEISANOTHERESSENTIALSTRATEGYOFVOCABULARYACQUISITIONITHADBEENFOUNDTHATAMERICANSTUDENTSLEARNINGSPANISHCOULDREMEMBERMOREWORDSTHANTHOSEWHODIDNOTUSEDICTIONARYWHENTHEYREADTWOSPANISHTEXTSUSINGADICTIONARYTHESTUDYSHOWSTHATTHEUSEOFDICTIONARYHASAPOSITIVEEFF
33、ECTONINCIDENTALVOCABULARYLEARNINGTHEREISANEEDFORMORESPECIFICTRAININGOFDICTIONARYUSE,WHICHCANHELPSTUDENTSMAKEGOODUSEOFTHEIRDICTIONARIESTOENLARGETHEIRVOCABULARY4GROUPINGGROUPINGISANIMPORTANTWAYTOAFFECTRECALL,ANDPEOPLESEEMTOORGANIZEWORDSINTOGROUPSNATURALLYWITHOUTANYPROMPTINGINSOMEFREERECALLSTUDIES,FIRS
34、TLANGUAGETESTEESWEREGIVENLISTSOFWORDSTOSTUDYANDTHENRECALLINANYORDERUSUALLY,WORDSBELONGINGTOEACHMEANINGCATEGORYARERECALLEDTOGETHERIFTHEWORDSAREORGANIZEDINSOMEWAYBEFOREMEMORIZATION,RECALLABILITYISIMPROVEDTHEFIRSTLANGUAGESTUDIESSHOWGROUPINGWORKSFORNATIVESPEAKERS,ANDTHEREISNOREASONTOBELIEVEITDOESNTDOTHE
35、SAMEFORSECONDLANGUAGELEARNERSBUT,CHAMOT1984POINTSOUTTHATTHEGROUPINGMAYWORKBETTERFORMORESKILLFULLEARNERS,ASTHEYHAVEBEENSHOWNTOCHOOSEGROUPINGSTRATEGIESMORETHANBEGINNERSDID5OTHERMEMORYSTRATEGIESSCHOLFIELD1980NOTEDTHATASTRUCTURALANALYSISOFWORDSCANBEUSEFULFORDETERMININGTHEIRMEANING,STUDYINGAWORDSAFFIXES,
36、ROOT,ANDWORDCLASSISUSEFULASAWAYOFCONSOLIDATINGITSMEANINGPARAPHRASINGMAYALSOBEUSEDTOTEACHTHEMEANINGOFNEWWORDSANDITCANALSOBEUSEDASAMEMORYSTRATEGYWHICHIMPROVESRECALLOFAWORDBYEXPLAININGTHEWORDSMEANING23ANALYSISOFVOCABULARYLEARNINGSTRATEGIES231THEREASONSOFFORGETTERYASASTUDENT,THEAUTHOROFTENHEARSCLASSMATE
37、SCOMPLAINABOUTTHEEASYFORGETTINGCHARACTERISTICSOFVOCABULARYLEARNINGTHENWHYDOWEEASILYFORGETGAIRNSANDREDMAN1986MENTIONONETHEORYOFFORGETTING,NAMELY,DECAYTHEORYACCORDINGTOTHISTHEORY,INFORMATIONSTOREDINTHEMEMORYWILLGRADUALLYFADEINTHEMEMORYANDULTIMATELYDISAPPEARUNLESSITISACTIVATEDREGULARLYASTOTHERATEATWHIC
38、HWEFORGET,THEYSTATE,EIGHTYPERCENTOFTHEINFORMATIONWEFORGETISLOSTWITHINTWENTYFOURHOURSOFINITIALLEARNINGINADDITION,THEYDISCOVERINTERFERENCEMAYEXISTWHENACTIVITIESUNDERTAKENPRIORTOORAFTERPERIODSOFLEARNINGTOBEMORESPECIFIC,ACTIVITIESUNDERTAKENBEFORELEARNINGMAYHAVEADETRIMENTALEFFECTONABSORBINGNEWINPUT,WHILE
39、THOSEUNDERTAKENAFTERLEARNINGMAYINTERFEREWITHTHEEFFECTIVECONSOLIDATIONANDRETENTIONOFNEWINPUTSOITISNECESSARYFORLEARNERSTOHAVESOMEIDEAOFTHEDECAYTHEORY,THERATEOFFORGETTINGANDTHEPOSSIBLEINTERFERENCEMENTIONEDABOVEINANEFFORTTOCOMBATDECAYANDINTERFERENCE,WHICHISVERYIMPORTANTTOVOCABULARYSTORAGEANDRETRIEVALINC
40、ONCLUSION,MEMORYPLAYSAVERYIMPORTANTPARTINLANGUAGELEARNING,ESPECIALLYVOCABULARYLEARNING“STRATEGIESTHATMOREACTIVELYENGAGETHEPERSONSMENTALPROCESSESSHOULDBEMOREEFFECTIVEINSUPPORTINGLEARNINGOMALLEYANDCHAMOT199018“SODOVOCABULARYLEARNINGSTRATEGIESVOCABULARYLEARNINGSTRATEGIESTHATMOREACTIVELYENGAGETHELEARNER
41、SMENTALPROCESSSHOULDBEMOREEFFECTIVEINSUPPORTINGVOCABULARYLEARNINGINTHATTHEYCANIMPROVEVOCABULARYINPUT,STORAGEANDRETRIEVAL232MEMORYMEMORYISAVERYIMPORTANTCONCEPTINCOGNITIVESTUDY,WHICHISCLOSELYRELATEDTOTHESTUDYOFSECONDLANGUAGEVOCABULARYACQUISITIONWITHOUTMEMORY,ONECOULDNOTBEGINTOLEARNLANGUAGEMEMORYISVERY
42、COMPLICATED,SOTHISPARTISDEVOTEDTOTHEORETICALASPECTSOFMEMORY,BUTISBOTHBRIEFANDSELECTIVETHEAUTHORWILLTRYTOOUTLINEONLYTHOSEASPECTSOFMEMORYTHATAREPARTICULARLYRELEVANTTOVOCABULARYLEARNING1TYPESOFMEMORYASHCRAFT1989IDENTIFIESTHREETYPESOFMEMORYSENSORYMEMORY,SHORTTERMMEMORY/WORKINGMEMORY,ANDLONGTERMMEMORY,AN
43、DACCORDINGTOHIM,THEYARETHREEMAJORMEMORYCOMPONENTSINTHEHUMANINFORMATIONPROCESSINGSYSTEMINFORMATIONKEPTINSENSORYMEMORYCANONLYLASTONEORTWOSECONDS,THEREFORE,IFATTENTIONCANNOTBEDEVOTEDTOTHECONTENTSOFSENSORYMEMORY,THEINFORMATIONWILLBELOSTRAPIDLYINOTHERWORDS,WHENWEATTENDTOTHECONTENTSOFSENSORYMEMORY,THECONT
44、ENTSARETRANSFERREDVIAATTENTIONINTOSHORTTERMMEMORYWHENWEFAILTOATTENDTHECONTENTSARELOSTORFORGOTTEN,QUICKLYREPLACEDBYTHENEWSENSORYMESSAGESBEINGENCODEDINTOTHESYSTEMSHORTTERMMEMORYISLIMITEDINCAPACITYITCANHOLDUPTO7PLUSORMINUS2UNITSOFINFORMATIONIFINFORMATIONISMEANINGFULLYCONNECTED,THENSHORTTERMMEMORYCANHOL
45、DMORE“APOWERFULDEVICEFOROVERCOMINGTHELIMITATIONINCAPACITYISCALLEDRECODING,GROUPINGORCHUNKINGTOGETHERSOMEOFTHEINFORMATIONINTOLARGERUNITS,THUSSAVINGCAPACITYANDAVOIDINGPOSSIBLEOVERLOADASHCRAFT198954“ANDHEMENTIONS,THEMODESTAMOUNTSOFINFORMATIONCANONLYBEHELDFORABRIEFPERIOD,ABOUT15TO20SECONDS,LONGERIFYOURE
46、HEARSEITUNLIKESHORTTERMMEMORYWHICHISLIMITEDINCAPACITY,LONGTERMMEMORYISSEEMINGLYINEXHAUSTIBLEANDCANACCOMMODATEANYAMOUNTOFNEWINFORMATIONLONGTERMMEMORYISTHEULTIMATEDESTINATIONFORINFORMATIONWEWANTTOLEARNANDREMEMBER,THEMEMORYSYSTEMRESPONSIBLEFORSTORINGINFORMATIONONARELATIVELYPERMANENTBASIS2FOURSTAGEENCOD
47、INGPROCESSNEWINFORMATIONISACQUIREDTHROUGHAFOURSTAGEENCODINGPROCESSINVOLVINGSELECTION,ACQUISITION,CONSTRUCTION,ANDINTEGRATIONFIRSTLY,THROUGHSELECTION,LEARNERSFOCUSONSPECIFICINFORMATIONOFINTERESTFROMEXTERNALWORLD,ANDTRANSFERTHATINFORMATIONFROMSENSORYMEMORYINTOWORKINGMEMORYSECONDLY,INACQUISITION,LEARNE
48、RSACTIVELYTRANSFERINFORMATIONFROMWORKINGMEMORYINTOLONGTERMMEMORYFORPERMANENTSTORAGETHIRDLY,INTHESTAGEOFCONSTRUCTION,LEARNERSACTIVELYBUILDINTERNALCONNECTIONSBETWEENIDEASCONTAINEDINWORKINGMEMORYTHEINFORMATIONFROMLONGTERMMEMORYCANBEUSEDTOENRICHTHELEARNERSUNDERSTANDINGORRETENTIONOFTHENEWIDEASBYPROVIDING
49、RELATEDINFORMATIONINTOWHICHTHENEWIDEASCANBEORGANIZEDFINALLY,INTHEPROCESSOFINTEGRATION,THELEARNERACTIVELYSEARCHESFORPRIORKNOWLEDGEINLONGTERMMEMORYANDTRANSFERSTHISKNOWLEDGETOWORKINGMEMORYTHEFIRSTTWOPROCESSESDETERMINEHOWMUCHISLEARNED,WHEREASTHELASTTWODETERMINEWHATISLEARNEDANDHOWITISORGANIZEDTHEFOLLOWINGCHARTWILLSHOWTHEPROCESSINGOFMEMORY233DEPTHOFPROCESSINGTHEORYFORTRYINGTOKEEPTHEINFORMATIONSTOREINHUMANSMIND,RESEARCHERSHAVERAISEDLOTSOFTHEORYDEPTHOFPROCESSINGTHEORYISANIMPORTANTONEINTHEEARLY1970S,ANIMPORTANTBREAKTHROUGHOCCURREDINTHESTUDYOFLEARNINGANDMEMORY,WITHTHEPUBLISHINGOFTHEPAPE
