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词汇呈现方式对中国英语学习者刻意学习英语实词的影响

作　者: 肖红芳
导　师: 张文忠
学　校: 湖南大学
专　业: 外国语言学及应用语言学
关键词: 词汇学习词汇呈现模式干扰效应差异性
分类号: H319
类　型: 硕士论文
年　份: 2005年
下　载: 333次
引　用: 6次
阅　读: 论文下载

内容摘要

二语词汇习得研究多关注二语学习者的顺带词汇学习,而二语学习者的刻意学习少有提及。词汇呈现模式这一影响词汇学习的重要因素却鲜有研究。本篇论文报告了3种不同的词汇呈现方式(每种方式有两个层次):语义聚类(词表和专家图表),主题聚类(词表和语境)和语义主题聚类(专家图表和语境)对180名中等水平的中国英语学习者学习二语新词的影响(包括词汇记忆和保持)所做的一次实验研究。其目的是调查如何呈现词汇更能有助于二语学习者的词汇学习,减轻学习负担,提高学习效率。本研究的测试内容包括:一次即时测试,两次延时测试,收集到的数据由SPSS(11.0)进行处理。本研究主要运用的统计方法为描述性统计分析,独立样本T检验和单因素方差分析。通过对比组间和组内不同词汇呈现方式对学习者的影响,本研究得出如下发现: 1.语义聚类中的词在语义和句法上有着高度的相似性,对词汇学习产生了极大的干扰作用,因而阻碍了词汇记忆,对词汇保持的影响不大。语义聚类中的专家图表方式在词汇记忆和保持两方面都好于词表方式。 2.主题聚类中的词没有语义上和句法上的相似性,避免了词与词之间的相互干扰,在词汇记忆上优于语义聚类;但在词汇保持上,语义聚类和主题聚类几乎没有区别。主题聚类中的语境方式在词汇记忆率和保持率上都明显高于词表方式。 3.语义主题聚类方式对词汇学习极为有利。与语义聚类和主题聚类相比,语义主题聚类在词汇记忆和保持上有显著优势。其中的语境方式又好于专家图表方式。基于以上研究,文章进一步对教材编撰者,外语学习者,教师提出了以下实际性建议:为初级学习者编撰教材时,编撰者应避免把语义和句法上高度相似的新词一起呈现;教师应告诉学生同时学习高度相似的一组词的危险性;要在语境中学习词汇,孤立的背单词费时低效不可取;不同时呈现有密切关联的词或让它们出现在不同的语境中来避免相互干扰;在学习者水平提高,牢固掌握一定词汇之后,才呈现与之有密切关联的词汇,这样能使学习者注意并区分它们之间的细微差别并准确使用。

全文目录

摘要  9-10
ABSTRACT  10-12
TABLES  12-14
Chapter 1 Introduction  14-18
  1.1 Orientation of the Present Study  14
  1.2 The Rationale of the Present Study  14-16
  1.3 Approach to the Present Study  16
  1.4 Key Research Question  16-17
  1.5 Design of the Thesis  17-18
Chapter 2 Literature Review  18-36
  2.1 Modes of Vocabulary Learning  18-25
    2.1.1 Direct Learning and Indirect Learning  19-20
    2.1.2 Explicit Learning and Implicit Learning  20-21
    2.1.3 Intentional Learning and Incidental Learning  21-22
    2.1.4 Contextualized Learning and Decontextualized Learning  22-25
    2.1.5 Summary of Modes of Vocabulary Learning  25
  2.2 Modes of Word Presentation  25-32
    2.2.1 Semantic Clustering  26-30
      2.2.1.1 Lexical Sets  26-28
      2.2.1.2 Expert Pattern  28-30
    2.2.2 Thematic Clustering  30-31
    2.2.3 Summary of Modes of Word Presentation  31-32
  2.3 Empirical Research in the Effects of Word Presentation Modes on Learning  32-34
    2.3.1 Empirical Research  32-33
    2.3.2 Summary of Empirical Research  33-34
  2.4 Summary of the Literature Review  34-36
Chapter 3 A Conceptual Framework  36-47
  3.1 Theoretical Foundation  36-41
    3.1.1 L2 Word Learning: Processing and Remembering  36-38
    3.1.2 L2 Word Retention and Involuntary Forgetting  38-40
      3.1.2.1 Interference Theory  38-39
      3.1.2.2 Distinctiveness Hypothesis  39-40
      3.1.2.3 Summary of Similarity and Distinctiveness  40
    3.1.3 Lexical Retrieval for Productive and Receptive Use  40-41
  3.2 The Specific Modes of Word Presentation to be Investigated  41-44
    3.2.1 Modes of Word Presentation in the Present Study  42
    3.2.2 Relationship between Modes of Word Presentation and Learning Outcomes  42-44
      3.2.2.1 Relationship between Semantic Clustering and Learning Outcomes  42-43
      3.2.2.2 Relationship between Thematic Clustering and Learning Outcomes  43
      3.2.2.3 Relationship between Semantic and Thematic Clustering and Learning Outcomes  43-44
  3.3 Specific Research Questions  44-45
  3.4 Variables in the Present Study  45-47
Chapter 4 Research Design and Methodology  47-54
  4.1 Prior Considerations  47-48
  4.2 Research Design  48
  4.3 Selecting Subjects  48-49
  4.4 Test Words Selection  49
  4.5 Designing Test Papers  49-51
    4.5.1 Modifications of Previous Studies  50
    4.5.2 Test Paper  50-51
  4.6 Research Procedures  51-52
  4.7 Scoring of the Tests  52-53
  4.8 Methods for Data Analysis  53-54
Chapter 5 Results of the Present Study  54-75
  5.1 Results of Immediate Tests  54-61
    5.1.1 Descriptive Statistics of Immediate Tests Results  54-55
    5.1.2 Comparisons within and between Groups  55-60
      5.1.2.1 Comparisons of Immediate Test Results within Semantic Clustering  56
      5.1.2.2 Comparisons of Immediate Test Results within Thematic Clustering  56-57
      5.1.2.3 Comparisons of Immediate Test Results within Semantic and Thematic Clustering  57-58
      5.1.2.4 Comparisons of Word Lists in Immediate Test Results under Semantic Clustering and Thematic Clustering Respectively  58
      5.1.2.5 Comparisons of Expert Pattern in Immediate Test Results under Semantic Clustering and Semantic & Thematic Clustering Respectively  58-59
      5.1.2.6 Comparisons of Context in Immediate Test Results under Thematic Clustering and Semantic & Thematic Clustering Respectively  59
      5.1.2.7 Comparisons of Immediate Test Results between Groups  59-60
    5.1.3 Summary of Immediate Tests  60-61
  5.2 Results of Delay Test One  61-67
    5.2.1 Descriptive Statistics of Delay Test One Results  61-62
    5.2.2 Comparisons within and between Groups  62-67
      5.2.2.1 Comparisons of Delay Test One Results within Semantic Clustering  62-63
      5.2.2.2 Comparisons of Delay Test One Results within Thematic Clustering  63
      5.2.2.3 Comparisons of Delay Test One Results within Semantic and Thematic Clustering  63-64
      5.2.2.4 Comparisons of Word Lists in Delay Test One Results under Semantic Clustering and Thematic Clustering Respectively  64-65
      5.2.2.5 Comparisons of Expert Pattern in Delay Test One under Semantic Clustering and Semantic & Thematic Clustering Respectively  65
      5.2.2.6 Comparisons of Context in Delay Test One under Thematic Clustering and Semantic & Thematic Clustering Respectively  65-66
      5.2.2.7 Comparisons of Delay Test One Results between Groups  66-67
    5.2.3 Summary of Delay Test One  67
  5.3 Results of Delay Test Two  67-73
    5.3.1 Descriptive Statistics of Delay Test Two Results  67-68
    5.3.2 Comparisons within and between Groups  68-73
      5.3.2.1 Comparisons of Delay Test Two Results within Semantic Clustering  68-69
      5.3.2.2 Comparisons of Delay Test Two Results within Thematic Clustering  69
      5.3.2.3 Comparisons of Delay Test Two Results within Semantic and Thematic Clustering  69-70
      5.3.2.4 Comparisons of Word Lists in Delay Test Two Results under Semantic Clustering and Thematic Clustering Respectively  70
      5.3.2.5 Comparisons of Expert Pattern in Delay Test Two Results under Semantic Clustering and Semantic & Thematic Clustering Respectively  70-71
      5.3.2.6 Comparisons of Context in Delay Test One Results under Thematic Clustering and Semantic & Thematic Clustering Respectively  71-72
      5.3.2.7 Comparisons of Delay Test Two Results between Groups  72-73
    5.3.3 Summary of Delay Test Two  73
  5.4 Summary of the Effects of Modes of Word Presentation on Learning Outcomes  73-75
Chapter 6 Interpretation of Results  75-81
  6.1 Major Findings of Different Modes of Word Presentation on L2 Vocabulary Learning  75-76
  6.2 Discussions  76-81
    6.2.1 Contextual Effect  77-78
    6.2.2 To What Extent Interference and Distinctiveness Affect Learning Outcomes  78-81
      6.2.2.1 Relationship between Interference Effect and Learning Outcomes  78-79
      6.2.2.2 Relationship between Distinctiveness Effect and Learning Outcomes  79
      6.2.2.3 Factors Influence Word Retrieval  79-81
Conclusion  81-83
  Conclusions Drawn from the Present Study  81
  Pedagogical Implications  81-82
  Limitations of the Present Study  82-83
References  83-89
Acknowledgements  89-90
Appendix A (攻读学位期间所发表的学术论文目录)  90-91
Appendix B Materials for Three Modes of Word Presentation  91-104
  B.1 Materials for Word Lists under Semantic Clustering  91-93
  B.2 Materials for Expert Pattern under Semantic Clustering  93-96
  B.3 Materials for Word Lists under Thematic Clustering  96-99
  B.4 Materials for Context under Thematic Clustering  99-100
  B.5 Materials for Expert Pattern under Semantic and Thematic Clustering  100-103
  B.6 Materials for Context under Semantic and Thematic Clustering  103-104
Appendix C Test Paper for Delay Test One  104-107
  C.1 Test Paper for Semantic Clustering for Immediate Test  104-105
  C.2 Test Paper for Thematic Clustering for Immediate Test  105-106
  C.3 Test Paper for Semantic and Thematic Clustering for Immediate Test  106-107
Appendix D Test Paper for Delay Test One  107-112
  D.1 Test Paper for Semantic Clustering for Delay Test One  107-108
  D.2 Test Paper for Thematic Clustering for Delay Test One  108-110
  D.3 Test Paper for Semantic and Thematic Clustering for Delay Test One  110-112
Appendix E Test Paper for Delay Test Two  112-117
  E.1 Test Paper for Semantic Clustering for Delay Test Two  112-113
  E.2 Test Paper for Thematic Clustering for Delay Test Two  113-115
  E.3 Test Paper for Semantic and Thematic Clustering for Delay Test Two  115-117
Appendix F Post Hoc Tests for Three Modes of Word Presentation across Three Tests  117-118
Appendix G 词汇呈现方式对中国英语学习者刻意学习英语实词的影响  118-120

词汇呈现方式对中国英语学习者刻意学习英语实词的影响

内容摘要

全文目录

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