高一学困生输入强化条件下词汇附带习得研究
发布时间：2021-07-25 14:35
词汇是学习英语的基础。对于学习、识记单词困难的学生来说,找到一种有效且相对省时省力的记忆单词的策略是至关重要的。词汇附带习得,是指语言学习者在进行其它学习任务时,以附带的方式学到了词汇。本研究旨在探究词汇附带习得是否适用于英语学习存在困难的学生,对目标词进行强化是否有助于提高学困生的词汇学习,以及哪种方式对他们来说是最有效的强化方式。具体的研究问题为:（1）词汇附带习得是否适用于高一年级学困生?（2）输入强化条件下,高一年级英语学困生对附带习得的词汇是否会有所提高?（3）在三种输入强化方式（多选、填空和翻译）中,哪一种强化方式对高一年级英语学困生来说最有效?云南省景东一中的72个高一英语学习存在困难的学生参加了本次研究。这72个学生是根据其成绩和班主任及英语任课教师提供的具体信息——最近三次的月考成绩和平时的学习情况挑选出来的。72个学生被分为四组,每个组18人。其中一组为对照组,另外三组为实验组。在教师讲完每一篇阅读材料之后,对照组的学生立即进行一次及时测试,另外三个实验组的学生分别进行相应的对目标词的输入强化后再进行及时测试。一个星期以后,四个组的学生同时又进行词汇延时测试。此循环...
【文章来源】：云南师范大学云南省
【文章页数】：97 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
1.1 Background of the Research
1.2 Objective of the Research
1.3 Significance of the Research
1.4 Layout of the Thesis
Chapter Two Literature Review
2.1 Theoretical Framework
2.1.1 Noticing Hypothesis
2.1.2 Input Hypothesis
2.1.3 Depth of Processing
2.1.4 Involvement Load Hypothesis
2.2 Incidental Vocabulary Acquisition (IVA)
2.2.1 Definition of IVA
2.2.2 Evidence of effectiveness of IVA on language learning
2.2.3 Factors influencing IVA
2.2.3.1 Factors relevant to learners
2.2.3.2 Factors related with context
2.3 Input Enhancement (IE)
2.3.1 Definition of IE
2.3.2 Evidence of the effectiveness of IE on language learning
2.4 Impact of IE on IVA
Chapter Three Research Design and Procedure
3.1 Research Questions
3.2 Participants and Grouping of Participants
3.2.1 Participants
3.2.2 Grouping of participants
3.3 Research Procedure
3.3.1 Choosing teaching materials and target words
3.3.1.1 Choosing and modifying teaching materials
3.3.1.2 Choosing target words
3.3.2 Choosing three enhancing ways for IVA
3.3.3 Teaching and learning process
3.3.4 Immediate and delayed vocabulary test
3.3.4.1 Immediate vocabulary test
3.3.4.2 Delayed vocabulary test
3.3.4.3 Scoring
3.3.5 Data collection and analysis
Chapter Four Results and Discussions
4.1 Results of Immediate Vocabulary Test
4.2 Results of Delayed Vocabulary Test
4.3 Comparisons
4.3.1 Comparison between G2 (Multiple Choices) and G1 (Without Input Enhancement)
4.3.1.1 Comparison on immediate vocabulary test
4.3.1.2 Comparison on delayed vocabulary test
4.3.2 Comparison between G3 (Filling in Blanks) and G1 (Without Input Enhancement)
4.3.2.1 Comparison on immediate vocabulary test
4.3.2.2 Comparison on delayed vocabulary test
4.3.3 Comparison between G4 (Translation) and G1 (Without Input Enhancement)
4.3.3.1 Comparison on immediate vocabulary test
4.3.3.2 Comparison on delayed vocabulary test
4.4 Discussions of the Results
4.4.1 Discussions for the first research question
4.4.2 Discussions for the second research question
4.4.3 Discussions for the third research question
Chapter Five Conclusion
5.1 Findings of this Research
5.2 Pedagogical Implications
5.3 Limitations of this Research and Suggestions for Further Research
References
Appendix ⅠTeaching materials (An Example)
Appendix Ⅱ Vocabulary Knowledge Scale Test
Appendix Ⅲ Multiple Choices (An example)
Appendix Ⅳ Filling in Blanks (An example)
Appendix Ⅴ Translations (An example)
Appendix Ⅵ Immediate Vocabulary Test (An example)
Appendix Ⅶ Delayed Vocabulary Test (An example)
在校期间论文发表情况
【参考文献】：
期刊论文
[1]我国二语词汇学习策略研究述评:回顾与展望——基于23种外语类期刊15年文献的统计分析[J]. 范琳,夏晓云,王建平. 外语界. 2014(06)
[2]第二语言词汇附带习得研究30年述评[J]. 苗丽霞. 外语教学理论与实践. 2014(01)
[3]浅议“词汇水平测试”（VLT）和“词汇知识量表”（VKS）在国内二语词汇习得实证研究中的应用[J]. 赵蔚. 外语测试与教学. 2014(01)
[4]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)
[5]词汇附带习得理论下的高中生词汇教学[J]. 杨柳. 出国与就业(就业版). 2011(22)
[6]词汇强化条件和语言水平对词汇附带习得的影响研究[J]. 雷蕾. 外语研究. 2011(01)
[7]基于阅读强化方式的二语词汇习得研究[J]. 吴建设,郎建国,伏力,陈静. 现代外语. 2010(03)
[8]元认知策略、听力理解和附带词汇习得的相关性研究[J]. 常乐,李家坤. 外语界. 2009(06)
[9]投入量假设与高中生附带词汇习得[J]. 侯冬梅. 陕西师范大学学报(哲学社会科学版). 2009(S1)
[10]词汇附带习得与“投入量假设”[J]. 吴建设,郎建国,党群. 外语教学与研究. 2007(05)
硕士论文
[1]输入强化对阅读中附带词汇习得的影响[D]. 王建叶.陕西师范大学 2009
[2]阅读任务对高中生词汇附带习得的影响[D]. 莫江平.西北师范大学 2006
本文编号：3302211
【文章来源】：云南师范大学云南省
【文章页数】：97 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
1.1 Background of the Research
1.2 Objective of the Research
1.3 Significance of the Research
1.4 Layout of the Thesis
Chapter Two Literature Review
2.1 Theoretical Framework
2.1.1 Noticing Hypothesis
2.1.2 Input Hypothesis
2.1.3 Depth of Processing
2.1.4 Involvement Load Hypothesis
2.2 Incidental Vocabulary Acquisition (IVA)
2.2.1 Definition of IVA
2.2.2 Evidence of effectiveness of IVA on language learning
2.2.3 Factors influencing IVA
2.2.3.1 Factors relevant to learners
2.2.3.2 Factors related with context
2.3 Input Enhancement (IE)
2.3.1 Definition of IE
2.3.2 Evidence of the effectiveness of IE on language learning
2.4 Impact of IE on IVA
Chapter Three Research Design and Procedure
3.1 Research Questions
3.2 Participants and Grouping of Participants
3.2.1 Participants
3.2.2 Grouping of participants
3.3 Research Procedure
3.3.1 Choosing teaching materials and target words
3.3.1.1 Choosing and modifying teaching materials
3.3.1.2 Choosing target words
3.3.2 Choosing three enhancing ways for IVA
3.3.3 Teaching and learning process
3.3.4 Immediate and delayed vocabulary test
3.3.4.1 Immediate vocabulary test
3.3.4.2 Delayed vocabulary test
3.3.4.3 Scoring
3.3.5 Data collection and analysis
Chapter Four Results and Discussions
4.1 Results of Immediate Vocabulary Test
4.2 Results of Delayed Vocabulary Test
4.3 Comparisons
4.3.1 Comparison between G2 (Multiple Choices) and G1 (Without Input Enhancement)
4.3.1.1 Comparison on immediate vocabulary test
4.3.1.2 Comparison on delayed vocabulary test
4.3.2 Comparison between G3 (Filling in Blanks) and G1 (Without Input Enhancement)
4.3.2.1 Comparison on immediate vocabulary test
4.3.2.2 Comparison on delayed vocabulary test
4.3.3 Comparison between G4 (Translation) and G1 (Without Input Enhancement)
4.3.3.1 Comparison on immediate vocabulary test
4.3.3.2 Comparison on delayed vocabulary test
4.4 Discussions of the Results
4.4.1 Discussions for the first research question
4.4.2 Discussions for the second research question
4.4.3 Discussions for the third research question
Chapter Five Conclusion
5.1 Findings of this Research
5.2 Pedagogical Implications
5.3 Limitations of this Research and Suggestions for Further Research
References
Appendix ⅠTeaching materials (An Example)
Appendix Ⅱ Vocabulary Knowledge Scale Test
Appendix Ⅲ Multiple Choices (An example)
Appendix Ⅳ Filling in Blanks (An example)
Appendix Ⅴ Translations (An example)
Appendix Ⅵ Immediate Vocabulary Test (An example)
Appendix Ⅶ Delayed Vocabulary Test (An example)
在校期间论文发表情况
【参考文献】：
期刊论文
[1]我国二语词汇学习策略研究述评:回顾与展望——基于23种外语类期刊15年文献的统计分析[J]. 范琳,夏晓云,王建平. 外语界. 2014(06)
[2]第二语言词汇附带习得研究30年述评[J]. 苗丽霞. 外语教学理论与实践. 2014(01)
[3]浅议“词汇水平测试”（VLT）和“词汇知识量表”（VKS）在国内二语词汇习得实证研究中的应用[J]. 赵蔚. 外语测试与教学. 2014(01)
[4]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)
[5]词汇附带习得理论下的高中生词汇教学[J]. 杨柳. 出国与就业(就业版). 2011(22)
[6]词汇强化条件和语言水平对词汇附带习得的影响研究[J]. 雷蕾. 外语研究. 2011(01)
[7]基于阅读强化方式的二语词汇习得研究[J]. 吴建设,郎建国,伏力,陈静. 现代外语. 2010(03)
[8]元认知策略、听力理解和附带词汇习得的相关性研究[J]. 常乐,李家坤. 外语界. 2009(06)
[9]投入量假设与高中生附带词汇习得[J]. 侯冬梅. 陕西师范大学学报(哲学社会科学版). 2009(S1)
[10]词汇附带习得与“投入量假设”[J]. 吴建设,郎建国,党群. 外语教学与研究. 2007(05)
硕士论文
[1]输入强化对阅读中附带词汇习得的影响[D]. 王建叶.陕西师范大学 2009
[2]阅读任务对高中生词汇附带习得的影响[D]. 莫江平.西北师范大学 2006
本文编号：3302211
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