不同投入量的阅读任务对高中词汇附带习得影响的实证研究

发布时间：2018-12-14 08:27

【摘要】：在外语学习中,词汇的重要性已经受到越来越多学者的重视,词汇作为语言学习的基础,贯穿英语学习的始终。词汇量的大小是培养听,说,读,写等各项技能的基础,因此如何有效地提高词汇习得成为众多学者广泛探讨的问题。本研究基于投入量假设,设计出三个不同的阅读任务(阅读理解,翻译划线句子,用目标词复写文章),以此比较不同投入量的阅读任务对词汇附带习得的影响。本研究具体研究了以下3个问题:1、不同投入量的任务是与词汇附带习得的关系如何?2、哪种阅读任务更能促进词汇附带习得?3、三种不同阅读任务中,哪种任务对目标词汇的记忆保持最好?江西赣州某中学高二年级3个平行班的学生参加了本次实验,三个班被随机分配到不同的阅读任务。在主体实验之前,3个班的学生分别参加了前测,包括最近一次期中考试成绩的分析以及英语词汇量水平测试(Nation’s 3000 vocabulary level test且P=0.4150.05),前测结果证明3个班之间英语水平相当,并无显著差异。主体实验过程中3个班被随机分配三种不同阅读任务,完成后,立即对目标词进行了即时词汇测试。一个星期之后对目标词进行延时词汇测试,目标词不变,顺序打乱。三次测试均未告知受试者。数据收集之后,本研究通过SPSS 21.0对数据进行分析,得出以下结论:1.不同投入量任务对词汇附带习得有不同的影响,但由于遗忘因素的作用,词汇习得率有所下降。2.部分验证了投入量高的任务比投入量低的任务产生更好的词汇习得效果。3.三种阅读任务中,复写任务组的词汇附带习得保持效果最好,而数据结果并未显示其它两种任务在词汇附带习得方面是否有显著不同。本研究部分验证并且丰富了投入量假设。对于高中英语词汇教学提出以下两点建议:1.在词汇教学方面,教师可以将词汇附带习得可以作为传统词汇教学的有效补充,根据不同的需求有意识地设计出不同的阅读任务,其中在设计阅读任务时,应尽量采用投入量大的复写任务,以促进词汇习得。2.教师同时还应该积极鼓励学生通过各种方法(看英文杂志,英文电影),改变过去单凭记忆或者教师讲解获得词汇知识的方式,提高词汇量。
[Abstract]:In foreign language learning, the importance of vocabulary has been paid more and more attention by more and more scholars. Vocabulary, as the basis of language learning, runs through English learning. The size of vocabulary is the foundation of listening, speaking, reading, writing and so on. Therefore, how to improve vocabulary acquisition effectively has been widely discussed by many scholars. Based on the involvement load hypothesis, this study designed three different reading tasks (reading comprehension, translation of underlined sentences, and rewriting articles with target words) to compare the effects of reading tasks with different input loads on incidental vocabulary acquisition. This study specifically studied the following three questions: 1, what is the relationship between the task of different involvement load and incidental vocabulary acquisition? 2, which reading task can promote incidental vocabulary acquisition? 3, among the three different reading tasks, Which task has the best memory of the target vocabulary? Three parallel classes of grade two in Ganzhou, Jiangxi province participated in the experiment. The three classes were randomly assigned to different reading tasks. Before the main experiment, the students of the three classes took the pre-test, including the analysis of the scores of the last midterm exam and the English vocabulary test (Nation's 3000 vocabulary level test and P0. 415 05). The pre-test results show that the English proficiency of the three classes is the same, but there is no significant difference between the three classes. Three classes were randomly assigned three different reading tasks in the course of the experiment, and the target words were tested immediately after completion. A week later, the target words were tested in a delayed lexical test, the target words remained the same and the order of the target words was disrupted. None of the three tests informed the subjects. After data collection, the data were analyzed by SPSS 21.0, and the following conclusions were drawn: 1. Different input tasks have different effects on incidental vocabulary acquisition, but the rate of vocabulary acquisition has decreased because of forgetting factors. 2. It is partly verified that tasks with high involvement load have better vocabulary acquisition effect than tasks with lower involvement load. Among the three kinds of reading tasks, the repetition task group had the best effect on incidental vocabulary acquisition, but the data did not show whether the other two tasks had significant differences in incidental vocabulary acquisition. This study partially validates and enriches the involvement load hypothesis. The following two suggestions are put forward for English vocabulary teaching in senior high school: 1. In vocabulary teaching, teachers can take incidental vocabulary acquisition as an effective supplement to traditional vocabulary teaching, and consciously design different reading tasks according to different needs. In order to promote vocabulary acquisition, we should adopt the task of duplicating words with large amount of involvement as far as possible. 2. Teachers should also actively encourage students to improve their vocabulary by means of various methods (reading English magazines and movies) and changing the way they used to rely solely on memory or teachers' explanation to acquire vocabulary knowledge.
【学位授予单位】：赣南师范学院
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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