不同投入量的阅读任务对高二学生英语词汇附带习得的影响

发布时间：2018-11-22 06:04

【摘要】：词汇学习是英语学习中最关键的环节,所以教师将大量的时间和精力投入在如何快速有效的提高词汇水平这一方面。但在我国,费时多、效率低的词汇学习现象仍然普遍存在。为了改善这一现状,国内外学者开始寻求更有效的词汇学习策略。近年来,词汇附带习得受到了许多学者的关注,他们认为这种习得方式并非刻意的习得词汇而是在进行其他语言活动的“副产品”。然而,这些研究的受试者多为母语学习者或高水平英语学习者,很少涉及中等水平英语学习者。本文试图从不同投入量的阅读任务对词汇附带习得的影响这一角度入手,选取中等水平英语学习者为受试者,且设计了四项不同投入量的阅读任务：阅读但无任何阅读任务；阅读且完成单项选择；阅读后填空；阅读后翻译句子。然后通过目标词汇测验来探讨如下问题：1.不同投入量的阅读任务能否影响学生的词汇附带习得的效果?以及它是怎样影响词汇附带习得效果的?2.不同投入量的阅读任务与学生词汇附带习得的效果之间有什么相关性?3.通过本次试验,受试者们对不同投入量的阅读任务对词汇附带习得造成影响的看法和态度是什么?本研究将定量研究与定性研究相结合,历时两个月,主要可分为主要分为三个阶段：前测、中测、以及后测。最后,由词汇测试以及小组访谈得出的结果表明：首先,不同投入量的阅读任务确实会影响词汇附带习得的效果,并且随着阅读任务的投入量的增加,词汇附带习得的效果也越佳。其次,不同投入量的阅读任务与词汇附带习得二者之间呈正相关的关系。最后,通过本次试验,多数受试者认为不同投入量的阅读任务对词汇附带习得造成了积极的影响,但仍有部分受试者对此持保留态度并且指出了此方法的不足之处。另外,在本研究结果的基础上,笔者提出了一些通过完成不同投入量的阅读任务来促进词汇学习的相关建议。
[Abstract]:Vocabulary learning is the most important part of English learning, so teachers devote a lot of time and energy to how to improve vocabulary level quickly and effectively. However, in China, the phenomenon of time-consuming and inefficient vocabulary learning is still widespread. In order to improve this situation, scholars at home and abroad began to seek more effective vocabulary learning strategies. In recent years, incidental vocabulary acquisition has attracted the attention of many scholars, who believe that this way of acquisition is not deliberate vocabulary acquisition but "by-product" of other language activities. However, most of the subjects in these studies are native language learners or high-level English learners. From the perspective of the influence of reading tasks with different input load on incidental vocabulary acquisition, this paper selects middle level English learners as subjects, and designs four reading tasks with different input loads: reading but no reading tasks; Read and complete the item selection; fill in the blanks after reading; translate sentences after reading. Then through the target vocabulary test to explore the following questions: 1. Can reading tasks with different input amount affect the effect of incidental vocabulary acquisition? And how does it affect incidental vocabulary acquisition? 2. What is the correlation between the reading task with different input load and the effect of incidental vocabulary acquisition? 3. Through this experiment, what are the subjects' views and attitudes about the impact of reading tasks with different input loads on incidental vocabulary acquisition? This study combines quantitative and qualitative studies for two months and can be divided into three main stages: pre-test, mid-test and post-test. Finally, the results of vocabulary tests and group interviews show that: first, reading tasks with different involvement loads do affect the effect of incidental vocabulary acquisition, and with the increase of the amount of participation in reading tasks, The better the effect of incidental vocabulary acquisition. Secondly, there is a positive correlation between reading tasks and incidental vocabulary acquisition. Finally, through this experiment, most of the subjects think that the reading tasks with different input amount have a positive effect on incidental vocabulary acquisition, but some of them still have reservations about it and point out the shortcomings of the method. In addition, based on the results of the present study, the author puts forward some suggestions on how to promote vocabulary learning by accomplishing reading tasks with different input loads.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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