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导入式阅读课文教学中高中生的词汇附带习得的研究

作　者: 林晓兰
导　师: 张昌宋
学　校: 福建师范大学
专　业: 学科教学
关键词: 阅读教学课文导入词汇附带习得
分类号: G633.41
类　型: 硕士论文
年　份: 2009年
下　载: 55次
引　用: 0次
阅　读: 论文下载

内容摘要

词汇学习在二语习得中具有关键性的作用,什么方法能有效地促进词汇习得等问题已经在二语习得研究领域引起了广泛重视。作为学习方法之一的附带词汇习得近年来倍受关注,许多研究表明广泛阅读能促进附带词汇习得,但对于阅读课文教学中的导入的研究并不多见。鉴于当前交际教学法的盛行以及课堂互动在教学中的重要性,本文将着重关注阅读课文导入对附带词汇习得的作用。本文运用Krashen "输入假说”、Laufer & Hulstijn (2001)提出的“投入量假设”以及Gardner的“动机理论”于实证研究中,检验阅读教学中课文导入方式对词汇附带习得的影响。通过两种不同的阅读教学模式(即阅读教学中使用或不使用导入方式)比较了不同的阅读教学对词汇习得的影响。本文研究者使用词汇测试、教师访谈和问卷调查的方式对102名高中生进行了调查,并对所得数据进行了分析。结果表明,形式多样的导入活动对词汇的附带习得有显著影响,该结果验证了“输入假说”、“投入量假设”和“动机理论”。研究结果同时表明,在导入之后所进行的阅读教学对词汇的附带习得也有重要的影响。本文旨在为今后的进一步研究略作铺垫,其研究结果具有理论和实践意义,对英语阅读教学中的词汇习得有积极的指导作用。

全文目录

中文摘要  2-3
Abstract  3-4
中文文摘  4-12
Chapter one Introduction  12-18
  1.1 The current situation of English vocabulary teaching in high school of china  13-14
  1.2 The present situation of English reading teaching in high school of china  14-16
  1.3 The aims and quecstions of the study  16
  1.4 Contents and organization of the thesis  16-18
Chapter Two Literature Review  18-35
  2.1. Intentional and incidental vocabulary acquisition  18-20
  2.2 Factors contributing to successful vocabulary acquisition  20-21
  2.3 Vocabulary acquisition and reading  21-23
    2.3.1 The close relationship between vocabulary and reading  21-22
    2.3.2 Previous research into incidental vocabulary acquisition through reading  22-23
  2.4 Related studies on lead-in art in effectiveness of English teaching  23-25
  2.5 The input theory  25-28
    2.5.1 Ellis's different views on the role of input in SLA  25-26
    2.5.2 Krashen's input theories  26-28
  2.6 Involvement hypothesis  28-31
  2.7 Motivation Theory  31-35
    2.7.1 The definition of motivation  31-32
    2.7.2 Gardner's motivation theory and his socio-educational model  32-35
Chapter Three Lead-in Means  35-43
  3.1 Major lead-in means in reading class  35-40
    3.1.1 By background knowledge  35-36
    3.1.2 By technology of multimedia  36-37
    3.1.3 By students' performance  37
    3.1.4 By interesting and instructive games  37-38
    3.1.5 By brainstorming  38-39
    3.1.6 By music and English songs  39-40
  3.2 Significance of lead-in activities in vocabulary acquisition in reading class  40-43
Chapter Four An Experimental Study  43-46
  4.1 Objective of the study  43
  4.2 Subjects  43-44
    4.2.1 Participants  43
    4.2.2 Test  43-44
    4.2.3 Questionnaire  44
    4.2.4 Interview  44
  4.3 Procedure  44-46
Chapter Five Results and Discussion  46-57
  5.1 Data collection and analysis  46-55
    5.1.1 Data from the tests and the analysis of them  46-48
    5.1.2 Data from the questionnaire and the analysis of them  48-53
    5.1.3 An interview with 20 students and the analysis  53-55
  5.2 Discussion  55-57
    5.2.1 The effect of motivation and interest resulting from lead-in art on IVA  55
    5.2.2 The effect of input resulted from lead-in art on IVA  55-56
    5.2.3 The effect of lead-in art on IVA and other aspects  56-57
Chapter Six Conclusion  57-60
  6.1 Overview  57-58
  6.2 Limitations  58-59
  6.3 The suggestions on how to use lead-in art used in reading class  59-60
References  60-63
Appendix Ⅰ Questionnaire  63-64
Appendix Ⅱ Interview  64-65
Appendix Ⅲ Vocabulary Test(pre-test and post-test)  65-70
Acknowledgements  70

导入式阅读课文教学中高中生的词汇附带习得的研究

内容摘要

全文目录

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