不同听力任务对高中生词汇附带习得影响的实验研究
发布时间：2021-01-28 19:48
如何扩大二语学习者的词汇量是二语习得研究的关键问题之一。许多研究者证实了学习者在阅读过程中附带习得词汇知识的有效性,只有极少研究关于在听力过程中附带习得词汇。听力和阅读是两种重要的语言输入方式。学习者能否在听力过程中附带习得词汇、增加词汇量值得深入研究。此外,不同投入量的听力任务是否会影响学习者词汇附带习得的效果也需要实证研究来检验。因此,本研究基于输入、输出假设以及任务投入量理论,试图探索不同投入量的听力任务对影响词汇附带习得效果的影响。据此提出了两个研究问题:1.不同投入量的听力任务对高中生的词汇附带习得有没有影响?2.不同的听力任务分别对高中生的接受性词汇知识和产出性词汇知识有什么影响?本研究中的受试为广州市某高中的61名高一学生。受试被分为2个实验小组分别完成2种不同的听力练习任务（判断正误和选词填空）。听力时长为10分钟,听力材料中的10个生词为本研究中的目标词。受试完成听力任务后,对他们进行即时和延时词汇测试,延时词汇测试在一周后进行。测试采用修正后的词汇知识量表,分别对学生的接受性词汇知识和产出性词汇知识进行考察。研究者采用SPSS20.0对实验结果进行分析。研究结果表明...
【文章来源】：广州大学广东省
【文章页数】：108 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
Abstract
摘要
List of Abbreviations
Chapter One Introduction
1.1 Background of the Study
1.2 Purpose of the Study
1.3 Significance of This Study
1.4 Structure of the Thesis
Chapter Two Literature Review
2.1 Vocabulary Acquisition
2.1.1 Vocabulary Knowledge
2.1.2 Test of Vocabulary Acquisition
2.2 Incidental Vocabulary Acquisition
2.2.1 Definition of Incidental Vocabulary Acquisition
2.2.2 Incidental Vocabulary Acquisition V.S. Intentional VocabularyAcquisition
2.3 The Influencing Factors of Incidental Vocabulary Acquisition
2.3.1 Vocabulary size
2.3.2 Topic Familiarity
2.3.3 Word-guessing Ability
2.4 Previous Studies on IVA Through Reading and Listening at Home and Abroad
2.4.1 Empirical Studies on IVA Through Reading and Listening Abroad
2.4.2 Empirical Studies on IVA Through Reading and Listening at Home
2.5 Gaps of Previous Studies on IVA
Chapter Three Theoretical Framework
3.1 Input Hypothesis
3.1.1 Brief Introduction to Input Hypothesis
3.1.2 Implications of the Input Hypothesis for this Research
3.2 Output Hypothesis
3.2.1 Brief Introduction to the Output Hypothesis
3.2.2 Implications of the Output Hypothesis for this Research
3.3 Involvement Load Hypothesis
3.3.1 Brief Introduction to Involvement Load Hypothesis
3.3.2 Three Elements of the Involvement Load
3.3.3 Related Empirical Studies of Involvement Load Hypothesis
Chapter Four Research Methodology
4.1 Research Questions
4.2 Subjects of the Study
4.3 Variables of the study
4.4 Material and Target Words
4.4.1 The Selection of Listening Material
4.4.2 Target Words
4.4.3 Listening Tasks Design
4.5 Instruments
4.5.1 Vocabulary Level Test
4.5.2 Immediate Vocabulary Test
4.5.3 Delayed Vocabulary Test
4.5.4 Interview
4.6 Research Procedures
4.7 Implementation of the experiment
4.7.1 Pre-test
4.7.2 Pilot study
4.7.3 Treatment
4.7.4 Immediate and Delayed test
4.7.5 Data Collection and Data Analysis
Chapter Five Results and Discussions
5.1 Results of the Immediate Vocabulary Acquisition Test
5.1.1 Comparisons between the Effects of the Two Different Tasks
5.1.2 Comparisons of the Productive and Receptive Vocabulary Knowledge Acquisition Effects
5.2 Results of the Delayed Vocabulary Test
5.2.1 Comparisons between the Two Tasks in the Delayed Test
5.2.2 Comparisons of Two Aspects of Vocabulary Knowledge
5.3 T-test Comparisons between the Immediate and Delayed Tests
5.3.1 Results and Analysis of Immediate and Delayed Tests in the True or False Question Group
5.3.2 Results and Analysis of Immediate and Delayed Tests in the Fill-in Group
5.4 Results and Analysis of the Interview
5.5 Discussions
5.5.1 Task Effects on Immediate Incidental Acquisition
5.5.2 Task effects on Delayed Incidental Acquisition
5.5.3 Discussions of the Interview Results
Chapter Six Conclusions
6.1 Major Findings
6.2 Pedagogical Implications
6.3 Limitations and Suggestions for Further Research
References
Appendixes
【参考文献】：
期刊论文
[1]输出任务和注释对英语学习者词汇习得的影响研究[J]. 鲍贵,李景怡. 解放军外国语学院学报. 2017(06)
[2]任务类型对中国英语学习者听力理解结果的影响研究[J]. 曹洪霞. 现代外语. 2017(02)
[3]任务模式与类型对词汇附带习得的影响研究[J]. 孔繁霞,王歆. 外语界. 2014(06)
[4]英语听力训练中不同任务对词汇附带习得的影响[J]. 汪红,甄薇薇. 外语教学. 2014(05)
[5]国内第二语言词汇附带习得研究:现状与发展[J]. 苗丽霞. 外语界. 2013(05)
[6]听力与阅读附带词汇习得对比研究[J]. 常乐,王文婷,刘佳. 中国外语教育. 2013(02)
[7]有关英语学习者通过阅读附带习得词汇的实证研究[J]. 张娜娜. 外语教学. 2013(01)
[8]听读输入模式下二语词汇附带习得的对比研究[J]. 王同顺,姚禹,许莹莹. 外语与外语教学. 2012(06)
[9]学习任务能影响词汇附带习得吗?——“投入量假设”再探[J]. 吴旭东. 外语教学与研究. 2010(02)
[10]输入增显与任务投入量对英语词汇搭配习得影响的实证研究[J]. 周榕,吕丽珊. 现代外语. 2010(01)
本文编号：3005583
【文章来源】：广州大学广东省
【文章页数】：108 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
Abstract
摘要
List of Abbreviations
Chapter One Introduction
1.1 Background of the Study
1.2 Purpose of the Study
1.3 Significance of This Study
1.4 Structure of the Thesis
Chapter Two Literature Review
2.1 Vocabulary Acquisition
2.1.1 Vocabulary Knowledge
2.1.2 Test of Vocabulary Acquisition
2.2 Incidental Vocabulary Acquisition
2.2.1 Definition of Incidental Vocabulary Acquisition
2.2.2 Incidental Vocabulary Acquisition V.S. Intentional VocabularyAcquisition
2.3 The Influencing Factors of Incidental Vocabulary Acquisition
2.3.1 Vocabulary size
2.3.2 Topic Familiarity
2.3.3 Word-guessing Ability
2.4 Previous Studies on IVA Through Reading and Listening at Home and Abroad
2.4.1 Empirical Studies on IVA Through Reading and Listening Abroad
2.4.2 Empirical Studies on IVA Through Reading and Listening at Home
2.5 Gaps of Previous Studies on IVA
Chapter Three Theoretical Framework
3.1 Input Hypothesis
3.1.1 Brief Introduction to Input Hypothesis
3.1.2 Implications of the Input Hypothesis for this Research
3.2 Output Hypothesis
3.2.1 Brief Introduction to the Output Hypothesis
3.2.2 Implications of the Output Hypothesis for this Research
3.3 Involvement Load Hypothesis
3.3.1 Brief Introduction to Involvement Load Hypothesis
3.3.2 Three Elements of the Involvement Load
3.3.3 Related Empirical Studies of Involvement Load Hypothesis
Chapter Four Research Methodology
4.1 Research Questions
4.2 Subjects of the Study
4.3 Variables of the study
4.4 Material and Target Words
4.4.1 The Selection of Listening Material
4.4.2 Target Words
4.4.3 Listening Tasks Design
4.5 Instruments
4.5.1 Vocabulary Level Test
4.5.2 Immediate Vocabulary Test
4.5.3 Delayed Vocabulary Test
4.5.4 Interview
4.6 Research Procedures
4.7 Implementation of the experiment
4.7.1 Pre-test
4.7.2 Pilot study
4.7.3 Treatment
4.7.4 Immediate and Delayed test
4.7.5 Data Collection and Data Analysis
Chapter Five Results and Discussions
5.1 Results of the Immediate Vocabulary Acquisition Test
5.1.1 Comparisons between the Effects of the Two Different Tasks
5.1.2 Comparisons of the Productive and Receptive Vocabulary Knowledge Acquisition Effects
5.2 Results of the Delayed Vocabulary Test
5.2.1 Comparisons between the Two Tasks in the Delayed Test
5.2.2 Comparisons of Two Aspects of Vocabulary Knowledge
5.3 T-test Comparisons between the Immediate and Delayed Tests
5.3.1 Results and Analysis of Immediate and Delayed Tests in the True or False Question Group
5.3.2 Results and Analysis of Immediate and Delayed Tests in the Fill-in Group
5.4 Results and Analysis of the Interview
5.5 Discussions
5.5.1 Task Effects on Immediate Incidental Acquisition
5.5.2 Task effects on Delayed Incidental Acquisition
5.5.3 Discussions of the Interview Results
Chapter Six Conclusions
6.1 Major Findings
6.2 Pedagogical Implications
6.3 Limitations and Suggestions for Further Research
References
Appendixes
【参考文献】：
期刊论文
[1]输出任务和注释对英语学习者词汇习得的影响研究[J]. 鲍贵,李景怡. 解放军外国语学院学报. 2017(06)
[2]任务类型对中国英语学习者听力理解结果的影响研究[J]. 曹洪霞. 现代外语. 2017(02)
[3]任务模式与类型对词汇附带习得的影响研究[J]. 孔繁霞,王歆. 外语界. 2014(06)
[4]英语听力训练中不同任务对词汇附带习得的影响[J]. 汪红,甄薇薇. 外语教学. 2014(05)
[5]国内第二语言词汇附带习得研究:现状与发展[J]. 苗丽霞. 外语界. 2013(05)
[6]听力与阅读附带词汇习得对比研究[J]. 常乐,王文婷,刘佳. 中国外语教育. 2013(02)
[7]有关英语学习者通过阅读附带习得词汇的实证研究[J]. 张娜娜. 外语教学. 2013(01)
[8]听读输入模式下二语词汇附带习得的对比研究[J]. 王同顺,姚禹,许莹莹. 外语与外语教学. 2012(06)
[9]学习任务能影响词汇附带习得吗?——“投入量假设”再探[J]. 吴旭东. 外语教学与研究. 2010(02)
[10]输入增显与任务投入量对英语词汇搭配习得影响的实证研究[J]. 周榕,吕丽珊. 现代外语. 2010(01)
本文编号：3005583
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