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阅读任务对高职高专学生词汇附带习得的影响

作　者: 石立铎
导　师: 潘炳信
学　校: 河北师范大学
专　业: 外国语言学及应用语言学
关键词: 投入量假设学习任务高职院校学生词汇附带习得
分类号: H319
类　型: 硕士论文
年　份: 2010年
下　载: 63次
引　用: 0次
阅　读: 论文下载

内容摘要

本文主要研究了涉及不同任务量的学习任务对中国高职高专非英语专业学生英语词汇附带习得的影响,以此来进一步验证Laufer和Hulstijn(2001)提出的“投入量假设”。本研究以“投入量假设”为基础和依据设计了研究方案。受试者来自于河北工业职业技术学院的100多名大二学生。受试者被分成四组,以完成带有四种不同投入量的四种学习任务。该实验进行了三个星期,包括一次前测,一次即时后测,一次延时后测,每次测验间隔时间为一周。前测旨在测试受试者对目标词的熟悉程度;即时后测检验了受试者的词汇附带习得效果;延时后测检验受试者的词汇保留效果。实验完成后,用SPSS13.0统计软件对数据进行了定量分析。实验结果在一定程度上支持本文所提出的假设,投入量大的任务一般比投入量小的任务词汇保持效果要好,但是投入量越大并不意味着词汇保持效果就必然越好。本研究实验结果表明:中国高级职业院校非英语专业的学生能够通过完成不同的学习任务附带习得英语生词。带有不同投入量的不同学习任务对受试者的词汇附带习得都有显著影响,包括投入量为0的学习任务。此结果表明“投入量”组成要素的界定以及强弱程度的量化不够标准,有待于进一步准化;同时,受试者对阅读任务的完成效果对词汇附带习得效果有一定的影响;受试者的词汇保持效果在一周后的延时测验中有所损失,但是学习任务的投入量越大,词汇损失量损失越小。本实验结果对高职高专英语词汇教学具有一定的指导意义。教师及教材的编写人员可根据对目标词要求掌握的不同程度,设计不同投入量的任务。

全文目录

Abstract  5-7
摘要  7-8
List of Tables  8-12
Chapter 1 Introduction  12-17
  1.1 Research background  12-13
  1.2 Research motivation  13-14
  1.3 Research purpose and significance  14-15
  1.4 The structure of the thesis  15-17
Chapter 2 Literature Review  17-34
  2.1 Incidental vocabulary acquisition  17-20
    2.1.1 Acquisition vs. learning  17-18
    2.1.2 Incidental vs. intentional learning  18-19
    2.1.3 Definition of incidental vocabulary acquisition  19-20
  2.2 The significance of incidental vocabulary acquisition  20-21
  2.3 Vocabulary acquisition through reading tasks  21-25
    2.3.1 Reading tasks and L2 vocabulary learning  21-22
    2.3.2 Empirical studies on reading tasks and incidental vocabulary acquisition  22-25
      2.3.2.1 Studies abroad  22-24
      2.3.2.2 Studies in China  24-25
  2.4 Theoretical framework  25-34
    2.4.1 Input hypothesis  25-26
    2.4.2 Attention and noticing  26-27
    2.4.3 Depth of Processing Theory  27-28
    2.4.4 Involvement Load Hypothesis  28-34
      2.4.4.1 Involvement factors  28-29
      2.4.4.2 Involvement load  29-30
      2.4.4.3 Task-induced involvement load  30-31
      2.4.4.4 Empirical Verification of the Hypothesis  31-34
Chapter 3 Research Methodology  34-44
  3.1 Overview  34
  3.2 Research questions  34-35
  3.3 Subjects  35
  3.4 Instruments  35-40
    3.4.1 Materials  35-36
    3.4.2 The target words  36-37
    3.4.3 Tasks  37-39
    3.4.4 Measurement  39-40
  3.5 Procedure  40-42
  3.6 Scoring  42
  3.7 Hypotheses and predictions  42-44
Chapter 4 Results and Discussions  44-59
  4.1 Results of the immediate vocabulary test  45-48
    4.1.1 Mean score of the four groups in the immediate vocabulary test  45-46
    4.1.2 Comparison of four groups in the immediate test  46-48
  4.2 Results of the delayed vocabulary test  48-50
    4.2.1 Mean Score of the four groups in the delayed vocabulary test  48-49
    4.2.2 Comparison of four groups in the delayed test  49-50
  4.3 Comparison between immediate vocabulary test and delayed vocabulary test  50-53
  4.4 Discussion  53-59
    4.4.1 Discussion of the study result in relation to Research Question 1  53-55
    4.4.2 Discussion of the study result in relation to Research Question 2  55-56
    4.4.3 Discussion of the study result in relation to Research Question 3  56-57
    4.4.4 Discussion of the study result in relation to Research Question 4  57-59
Chapter 5 Conclusion and Implications  59-64
  5.1 Major findings of the study  59-61
  5.2 Pedagogical Implications  61-62
  5.3 Limitations and Recommendations  62-64
Bibliography  64-69
Appendix I  69-70
Appendix II  70-73
Appendix III  73-74
Acknowledgements  74-75
Academic Achievements  75

阅读任务对高职高专学生词汇附带习得的影响

内容摘要

全文目录

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