输入输出任务对高三英语阅读中附带词汇习得效果的研究

发布时间：2018-06-11 11:49

本文选题：词汇 + 阅读任务　；参考：《新疆师范大学》2015年硕士论文

【摘要】：英国语言学家威尔金斯(1976)曾指出:“没有语法,人们能表达的东西很少,而如果没有词汇,则什么也不能表达。”目前,为了提高词汇量,多数英语学习者仍采用死记硬背的方式来积累词汇,记忆单词也使得许多人头疼。因此如何高效的习得词汇,成为二语学习的关键。近年来,国内针对大学生在二语的附带词汇习得上有了越来越多的研究,旨在研究出高效的记忆单词的方法,以减轻其学习负担。笔者以附带词汇习得为切入点,以投入量假说为基础理论,对比输出型阅读任务和输入型阅读任务对高三学生附带词汇习得效果的影响。本研究以阿勒泰哈巴河县高级中学高三年级两个理科平行班103人为研究对象,其中6班为输出阅读任务组,8班为输入阅读任务组。本研究包括3篇阅读以及其即时附带词汇习得测试和延时附带词汇习得测试。研究初期笔者对研究对象进行词汇量水平测试及英语阅读水平成绩的收集整理,之后发放含有不同任务的阅读材料并对受试者进行即时附带词汇习得测试。一周后对受试者进行延时附带词汇习得测试。并对学生进行问卷调查。最后笔者对所收集的数据采用SPSS软件进行统计分析得出以下结论:一、阅读过程中,无论是即时附带词汇习得还是延时附带词汇习得,输出型阅读任务较之输入型阅读任务更有利于其进行附带词汇习得。二、阅读水平对附带词汇习得没有显著性影响。受试者的词汇量水平只有小部分达到了新课标要求,可见该校的学生在英语词汇量上需要多下功夫。本研究从词汇附带习得的角度进一步验证了输出型阅读任务更有利于高中生在阅读中附带习得词汇,同时也为附带词汇习得理论和输出理论的可行性和操作性提供了实践支撑。在实践上,本研究不仅能为中学教师的教学提供有效建议,提高高中英语词汇和阅读教学的效果,而且对高中生选择词汇学习方法,提高学习效率也有一定的指导意义。
[Abstract]:Wilkins, an English linguist, once pointed out: "without grammar, people can express very little, but without vocabulary nothing can be said." At present, in order to improve vocabulary, most English learners still use rote memorization to accumulate vocabulary, and memorizing words makes many people have a headache. Therefore, how to acquire vocabulary efficiently becomes the key to second language learning. In recent years, there have been more and more researches on incidental vocabulary acquisition of second language (L2) among college students in China, aiming at finding out efficient methods of memorizing words in order to lighten their learning burden. Taking incidental vocabulary acquisition as the starting point and the involvement load hypothesis as the basic theory, the author contrasts the effects of output reading task and input reading task on the effect of incidental vocabulary acquisition. In this study, 103 students in two parallel science classes in the third year of senior middle school in Altaihaba County were studied, of which 6 classes were output reading task groups and 8 classes were input reading task groups. The present study includes three articles of reading and its immediate incidental vocabulary acquisition test and delayed incidental vocabulary acquisition test. At the beginning of the study, the subjects were given vocabulary tests and English reading scores were collected and collated. After that, reading materials with different tasks were distributed and incidental vocabulary acquisition tests were carried out on the subjects. A week later, the subjects were given a delayed incidental vocabulary acquisition test. And carry on the questionnaire to the student. Finally, the author makes a statistical analysis of the data collected by SPSS software and draws the following conclusions: first, in the process of reading, either immediate incidental vocabulary acquisition or delayed incidental vocabulary acquisition. Output reading task is more favorable to incidental vocabulary acquisition than input reading task. Second, the level of reading has no significant effect on incidental vocabulary acquisition. Only a small part of the subjects' vocabulary level has met the new curriculum requirements, which shows that the students in the school need to work hard on their English vocabulary. From the perspective of incidental vocabulary acquisition, this study further verifies that the output reading task is more beneficial to senior high school students in incidental vocabulary acquisition, and it also provides practical support for the feasibility and operation of incidental vocabulary acquisition theory and output theory. In practice, this study can not only provide effective suggestions for the teaching of middle school teachers and improve the effect of English vocabulary and reading teaching in senior high school, but also has certain guiding significance for senior high school students to choose vocabulary learning methods and improve their learning efficiency.
【学位授予单位】：新疆师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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