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Liaoning Normal University（2014屆）本科生畢業(yè)論文(設(shè)計(jì))題 目： 記憶策略在英語學(xué)習(xí)中的應(yīng)用學(xué) 院： 外國語學(xué)院 專 業(yè)： 英語（師范此處寫法要規(guī)范，英語（師范）、英語（國際貿(mào)易）班級序號： 1班18號班級和學(xué)號中的數(shù)字為阿拉伯?dāng)?shù)字，學(xué)號如果是單位數(shù)，請前面加0。2號要寫成02號 學(xué) 號： 20051154010155學(xué)生姓名： XX指導(dǎo)教師： XX2014年5月The Application of Memory Strategy in English LearningLi QianA Thesis Submitted In Partial Fulfillment for the Requirements of the Degree ofBACHELOR OF ARTSSchool of Foreign LanguagesLIAONING NORMAL UNIVERSITYMay, 2014英文摘要標(biāo)題Abstract：（12pt，Arial，加粗，居中）上空2行，下空1行每段縮進(jìn)5格或1個(gè)制表符（TAB）的距離。中文縮進(jìn)2個(gè)字符。英文摘要正文（12pt，Times New Roman）Abstract Memory is the most important factor in ones intelligence，and most people get good memory by means of proper training. Memory also plays an important part in English teaching. Thus nowadays many foreign language teachers unify memory strategy into the process glish teaching and obtain the remarkable teaching effect. The application of memory strategy has been studied from different perspectives, for example, from psycholinguistics perspective, the cognitive psychology perspective, and from the linguistics perspective. However, no matter what methods the teacher uses, the final goal is to help the students to use the appropriate memory strategy to improve the efficiency of English learning.By clarifying something about the content of memory theory, elaborating the memory effect of learning under different stages and the important factors of affecting memory, this paper aims to point out the classification of memory strategy, analyzing the memorization of vocabulary, sentence and discourse. It also discusses how the teachers apply memory strategy to teaching practice and unifies the characteristics of original teaching.Keywords:英文關(guān)鍵詞標(biāo)題Keywords：（12pt，Arial，加粗，頂格）；上空1行 English learning; memory; memory strategy英文關(guān)鍵詞正文（12pt，Times New Roman，關(guān)鍵詞間用分號隔開）（注意：關(guān)鍵詞3-5個(gè)，詞與詞之間用分號分開，除專有名詞外，其他單詞首字母不大寫）摘要是論文內(nèi)容的簡要陳述，是一篇完整的、可以獨(dú)立使用的短文，因而必須具有自含性，即：讀者即使不閱讀論文的全文也可以從摘要中獲得必要的、與論文等量的信息，以判斷有無必要閱讀全文。摘要一般應(yīng)包括（1） 研究題目的選擇理由和目的；（2） 研究的方法或者過程；（3） 研究的發(fā)現(xiàn)或者成果；（4） 結(jié)論。用英文撰寫的本科論文應(yīng)符合國際上對學(xué)位論文摘要的通行標(biāo)準(zhǔn)，英文摘要長度：不超過350個(gè)單詞，中文摘要應(yīng)與英文摘要一致。摘 要摘要：（小四號，黑體，加粗，居中）；上空2行，下空1行（1.5倍行距）記憶力是一個(gè)人的智力因素中最重要的部分摘要正文(小四號，宋體)，大部分人的良好的記憶力是訓(xùn)練出來的。同時(shí)，記憶在英語教學(xué)中起到很重要的作用，由此，現(xiàn)今許多外語教師在教課的過程中利用記憶策略與英語教學(xué)相結(jié)合都得到了顯著的教學(xué)效果。很多國內(nèi)外教育家從不同角度提出了記憶策略的應(yīng)用，例如，從心理語言學(xué)的角度,從認(rèn)知心理學(xué)角度以及從語言學(xué)的角度進(jìn)行研究。然而，無論教師采用什么方式教學(xué)，最終目的都是希望幫助學(xué)生使用合適的記憶策略提高英語學(xué)習(xí)效率。本文通過簡明闡述了記憶理論方面的內(nèi)容，以及論述不同個(gè)體在不同階段學(xué)習(xí)的記憶效果和影響學(xué)習(xí)者記憶效果的重要因素，指出記憶策略的分類，分析英語單詞、句子和語篇的記憶學(xué)習(xí)過程，并探討教師如何把記憶策略應(yīng)用到教學(xué)實(shí)踐中并與原教學(xué)特點(diǎn)結(jié)合。關(guān)鍵詞關(guān)鍵詞：（小四號，黑體，頂格，加粗）；上空1行（1.5倍行距）：英語學(xué)習(xí); 記憶; 記憶策略 關(guān)鍵詞正文（小四號，宋體，關(guān)鍵詞間分號隔開） 中文摘要英語英文摘要在內(nèi)容上完全一致。下空一行Table of Contents 居中（Arial ，12pt，加粗）；上空2行，下空1行（1.5倍行距）（中文論文使用黑體、小三、加粗），Table of Contents每一章序號和標(biāo)題的字體用Arial（中文用黑體）12 ptI. INTRODUCTION.1II. LITERATURE REVIEW.22.1 The Concept of Memory. 22.2 Stages of Memory.32.3 Standard Model of Memory.42.4 Influences of Forgetting.5二級標(biāo)題、Times New Roman、12pt不加粗、縮進(jìn)3個(gè)字母,每個(gè)單詞首字母大寫III. THE APPLICATION OF MEMORY STRATEGY.73.1 Strategies of Memory.7 3.1.1 The definition of memory strategy.73.1.2 The classification of memory strategy.83.1.3 Strategies of memory for different individuals.93.2 The Application of Memory Strategy for English Acquisition.103.2.1 The process of English acquisition.11 3.2.2 The memorization of English vocabulary.11 3.2.2.1 Pronouncing.11 3.2.2.2 Picture/Imagery.11三級標(biāo)題、Times New Roman、12pt,不加粗、縮進(jìn)6個(gè)字母，只有第一個(gè)單詞首字母大寫，專有名詞除外 3.2.2.3 Word formation.12 3.2.3 The memorization of English sentence.12 3.2.3.1 Pure repetition: rote learning.12 3.2.3.2 Paring.12 3.2.3.3 Chunk construction.13 3.2.4 The Memorization of English Discourse.13 3.2.4.1 Method of loci.13 3.2.4.2 Organization.14 3.2.4.3 Association.14IV. CONCLUSION.15WORKS CITED.16ACKNOWLEGEMENTS.18目次頁由論文的章節(jié)、附錄等的序號、標(biāo)題和頁碼組成，不必包括Abstract和中文摘要。用英文撰寫的論文： （一級標(biāo)題）的序號應(yīng)用英文數(shù)字或者羅馬數(shù)字，如III。 如正文二級標(biāo)題（節(jié)）及二級以下標(biāo)題用阿拉伯?dāng)?shù)字編排序號，如3.1、3.1.2等，則目次頁應(yīng)列出這些標(biāo)題、序號、頁碼。 如正文二級標(biāo)題沒有序號，則目次頁不必列出這些標(biāo)題。用中文撰寫的論文編碼層次應(yīng)依次使用：一、二，1、2，1）、2），也可以使用1.1、1.2、1.3的格式。 章節(jié)的標(biāo)題必須與正文中的標(biāo)題相一致。 目次間的行距為1.5倍行距，但同一目次換行時(shí)應(yīng)為單倍行距。 每一章序號和標(biāo)題的字體用Arial（中文用黑體）12 pt，其余的序號和標(biāo)題用Times New Roman 12 pt。章節(jié)必須逐級縮進(jìn)，頁碼必須右對齊。 如圖1.1所示。圖1.1：目次頁 CONCLUSION1808.1 Major Findings1808.1.1 Effects of input frequency1808.1.2 Effects of output frequency1818.1.3 Delayed effects1828.2 Implications184iii The Application of Memory Strategy in English Learning每一章都必須另頁開始，頁碼則續(xù)寫I. INTRODUCTION標(biāo)題（即一級標(biāo)題）：全部字母大寫，Arial, 12pt, 加粗（中文用黑體）；上空2行，下空1行（1.5倍行距）標(biāo)題（即一級標(biāo)題）可選擇左對齊或居中，但要全篇統(tǒng)一。段落首行：縮進(jìn)5格或1個(gè)制表符（TAB）的距離。中文縮進(jìn)2個(gè)字符。正文行距：1.5倍，times new roman 12pt Through the observation of the students language learning process, it is discovered that many students can not remember English words effectively. One reason is that they adopt a mechanical method to memorize the words or sentences. So if the students want to make a great progress in learning foreign language, it is important for people to apply the appropriate strategies of memory in the learning process. In the past decades, many educational experts have done the researches about memory, including the individual memory system, the memory process as well as the memory rules. These efforts have facilitated the study of memory strategy and its advancement. Therefore, in chapter two, there is an introduction to the concept of memory, stages of memory, standard model of memory and influences of forgetting.Based on memory theory, chapter three elaborates something about memory strategies, including the development of memory strategy, the definition of memory strategy and the classification of memory strategy. There is also a part about strategies of memory for different individuals, which explains the specific methods that an individual could use to study, because everyone learns in a different way. Meanwhile, in the process of English acquisition, this paper illustrates a special language processing which is called “The Components of Language Processing” (Garman 137), and tries to find out how to unify memory strategy into English learning. As a foreign language teacher, it is important to teach the students how to use memory strategies to learn effectively. According to different characteristics of vocabulary, sentence and discourse, there are several memory strategies for each one to highlight the actual application of them in English learning process and tackle students memorization problem. Therefore, the application of memory strategy in the foreign language learning will be presented in the last part.英文：正文用Times New Roman 12 pt（中文部分使用宋體小四號）。 章節(jié)標(biāo)題：字型：英文用Arial 加粗（中文論文使用黑體字型），字號：英文用12pt（中文字號小四）。 章節(jié)題目、圖表、附錄中的文字以及頁碼的字體可根據(jù)需要調(diào)整大小，一般用Arial加粗或者（中文）黑體。 段落首行：縮進(jìn)5格或1個(gè)制表符（TAB）的距離。中文縮進(jìn)2個(gè)字符。 正文行距：1.5倍。論文正文第二頁起加頁眉。Times New Roman 小五II. LITERATURE REVIEWAs what has been pointed out in many materials, memory and language learning have long been the interest of psychologists and psycholinguists, but it still remains a comparatively worthy explored area. Many researchers have made their contribution and their constructive researches to pave the way for the present thesis. This part will deal with the basic study of memory.2.1 The Concept of Memory二級標(biāo)題（節(jié)標(biāo)題）：各詞首字母必須大寫，Arial, 12pt, 加粗（中文用黑體）；上空1行（1.5倍行距），下不空行如果二級和二級以下的標(biāo)題用阿拉伯?dāng)?shù)字編排序號，則所有標(biāo)題均應(yīng)左對齊二級以下的標(biāo)題第一個(gè)詞的首字母必須大寫，而其余詞的首字母，除了專有名詞以外不必大寫，Arial, 12pt, 加粗，三級及以下標(biāo)題上下不空行特別注意：若二級或三級標(biāo)題正排在一頁的最后一行，一定將該標(biāo)題另起一頁書寫。即二級或三級標(biāo)題不要置于最后一行。Cognitive psychology has made substantial contributions to the theory of learning and instruction. It presents that human learning is a complex activity, when they are learning they receive, store, integrate, retrieve, and use vast amounts of information. Though memory seems to be understood easily, there are too many definitions for memory. Different psychologists in different times defined it from different points of view. “Memory is the ability to recover information about past events or knowledge and it deals with the process of recovering information about past events or knowledge” (Reber 265)引用文獻(xiàn)中某一具體觀點(diǎn)或文字時(shí)必須注明該觀點(diǎn)或者該段文字出現(xiàn)的頁碼，沒有頁碼是文獻(xiàn)引用不規(guī)范的表現(xiàn)。.According to Chen Xianchun, “the process of memory can be divided into four links: memorization, retention, recall and recognition. People will remember first and then recall”(126).若作者的姓氏已在正文同一句中出現(xiàn)，則不需要在括號夾注中重復(fù)。Memorization and retention are to remember. Recognition or reproduction is to recall. Cognitive reconstruction also indicates that memory is the main storage mechanism of human cognitive system and is a skill whose performance depends on application, on practice, and on regular training. Everyone has a first-class memory; and everyone can train and improve its efficiency. In short, memory has to do with recalling and using the retention of information over time.As memory has a great influence on difficulties in English learning, such as the long-term retention of words, the forgetting of words etc, many efforts have been expanded at identifying a variety of ways of English learning. Memory for English not only involves the memory of pronunciation and spelling, but also involves the memory of meanings, collocations and uses in different contexts. Therefore, in the following parts, memory theory will be introduced in detail.2.2 Stages of Memory如果二級和二級以下的標(biāo)題用阿拉伯?dāng)?shù)字編排序號，則所有標(biāo)題均應(yīng)左對齊；Psychologists consider memory as the process by which people encode, store, and retrieve information. These three stages are not only essential to the process of memory of English knowledge, but also important to the efficiency of memorizing English.Encoding refers to learning the material in the first place, taking information from the environment and storing it in long-term memory. It also refers to acquiring new arrangements of knowledge by using the existing knowledge. Encoding is an important part in the process of learning. In this aspect, the teacher could strengthen the consciousness of students memory by using consciousness and unconsciousness to achieve the teaching aim.Storage is keeping the material until it is needed. At this stage, the more orderly the information is stored, the easier it is for people to retrieve. The more accurate and complete the information, the better the chance of retrieval will be. There are two conditions to decide how well the information is stored: intensity and frequency. Intensity is related to the vividness of the information and the meaningfulness of the information and the emotion and association in the learners mind. For instance, it usually takes little time to remember colorful things; it is also easy to remember the content that makes you feel happy. Frequency refers to the times of the information representation. The more frequently one experience with something, the better its memory. xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx III. The APPLICATION OF MEMORY STRATEGYDuring the process of English learning, an overall goal for students is to develop automatic strategy use, as this increases efficiency when learning and studying. While in English teaching, teachers pay attention to what memory strategies to choose and they also should know how to apply them for different learners flexibly. In this chapter, the thesis will present the definitions of memory strategy, its classification and strategies for different individuals. Most important, the application of memory strategy in learning vocabulary, sentence and discourse will be discussed.3.1 Strategies of Memory Memory theory lays down theoretical foundation for the content of how to teach the techniques, principles and methods of memorization, and memory strategy has been studied for a significant progress. Following are the introduction of memory strategy, including the definition and classification of it.3.1.1 Definitions of memory strategy三級標(biāo)題、上下不空行Memory strategy mainly refers to the cognitive activity and the behavioral activity which human intend to enhance the memory operational effect under the conscious control. The cognitive psychology research thought the differences of individual memory may greatly sum up to the different memory strategies and how individuals use them. They will directly influence the speed and the quality of ones memory. Flavell and his colleagues concluded three stages for the development of memory strategy: 1. People have no strategy; 2.People can not apply the strategy initiatively at first, but after the induction, they can use the memory strategy; 3.People can use the strategy initiatively. Therefore, at early points in the acquisition of memory strategies, children use a strategy when adults instruct them to use the strategy but they do not generate the strategies spontaneously. It shows dramatic improvement when children can effectively use memory strategies. The deliberate tactics for remembering develop over a lengthy period that spans the elementary and middle school years. When they are fully acquired, strategies are applied spontaneously in a wide array of task settings.IV. CONCLUSIONThis paper is a tentative study on the application of memory strategy in the learning of English. In theory, major theories of memory provide a solid theoretical foundation for this study. On the basis of these theories, there is a study of memory strategies and examples are exploited to illustrate the application of the major memory strategies in the study of Englishwords, sentence and discourse.According to the above analysis and research, teachers would consciously adopt different memory theories and techniques to train and instruct students in the process of English teaching, which will greatly shorten the cognitive process from words to sentences then to the discourse. Language learning is the encoding and decoding process of two languages and the internalization of two different cultures. Good memory is essential to English learning. It seems that reciting English words, sentences and discourse is foolish but actually is most effective. Enhancing students memory ability becomes one of important teaching goals. Trained by scientific memory methods, most students will arrive at surprising achievement during a period time. However, not every memory strategy is effective to all learners. It depends on different learners using different memory techniques and different teachers adopting different memory strategies to instruct their students. Thus, it becomes necessary for the English teachers to learn some basic memory theories and techniques.The study of application of memory strategy can make contributions to English learning in China. When using the memory strategy, the learners must elaborate new information to an unusual extent. That is to say, the memory strategy enhances learning by facilitating positive transfer from existing knowledge to the acquisition of new knowledge. The combination of memory strategy with English learning may play an important role in class, but we must recognize that the use of memory strategy is one skill that must be developed by the learners. The effectiveness of memory strategy depends on the expertise and ability of the learners tested. A distinct set of skills may have to be developed in teachers both for training students to use memory techniques and for creating special techniques. Teachers 居中，Arial, 12pt, 上空兩行，下空一行MLA “參考文獻(xiàn)”格式范例WORKS CITED正文引用文獻(xiàn)須按MLA