多模态协同下高中生英语阅读词汇附带习得的实证研究

发布时间：2021-09-30 02:40

　　近年来,在词汇附带习得领域的大量理论与实证研究探索了不同模态增显形式与阅读中词汇附带习得之间的关系。然而,以往的研究大多专注于某种单一增显形式的研究,如无注释、有中文注释、或中英双语注释等,囿于纯视觉模态的增显,而多模态协同下阅读词汇附带习得研究则鲜有关注。鉴于此,本研究以Krashen的输入假说、张德禄的多模态话语分析理论,以及Laufer&Hulstijn的投入量假说为理论框架,使用实证研究的手段比较了同一阅读材料以“视听多模态+书面表达”、“视听多模态+口头表达”、以及“视听多模态+书面表达+口头表达”协同对阅读中词汇附带习得效果的影响。本研究选取广州市某中学高二年级三个平行班的学生为研究对象,进行了为期三周的测试。实验前一周,三个班的学生参加了词汇量测试。实验中,学生在相同时间设定内,完成不同组合模态协同的同一文章的多媒体材料输入;之后进行了针对目标词不同组题顺序的即时测试;一周后,对研究对象进行的题目顺序不同的同一词汇测试,即延时后测。本研究收集的所有数据均用社会统计分析软件SPSS 18.0进行分析。研究发现,在阅读过程中学习者的确能够附带习得一些词汇;带视听多模态... 

【文章来源】：广州大学广东省

【文章页数】：109 页

【学位级别】：硕士

【文章目录】：
Acknowledgement
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 the Study
    1.4 Structure of the Thesis
    1.5 Summary
Chapter Two Literature Review
    2.1 Definition of IVA
    2.2 Factors Influencing IVA through Reading
    2.3 Previous Research on IVA
        2.3.1 Previous Research on IVA abroad
        2.3.2 Previous Research on IVA in China
    2.4 Previous Research on IVA through Reading
        2.4.1 Research on IVA without Enhancement
        2.4.2 Research on IVA with Enhancement
    2.5 Research Gap
    2.6 Summary
Chapter Three Theoretical Basis of the Study
    3.1 Multimodal Discourse Analysis Theory
        3.1.1 Definition of Multimodal Coordination
        3.1.2 Media System of Multimodal Discourse
        3.1.3 Forms of Multimodal Discourse
        3.1.4 Relationship between Forms of Multimodal Discourse
    3.2 Input Hypothesis
    3.3 Involvement Load Hypothesis
    3.4 Summary
Chapter Four Methodology
    4.1 Research Questions
    4.2 Variable
    4.3 Participants
    4.4 Reading Material and Target Words
        4.4.1 Selecting Reading Material
        4.4.2 Target Words
    4.5 Multimodal Coordination
    4.6 Research Instruments
        4.6.1 Vocabulary Test
        4.6.2 Questionnaire
        4.6.3 Vocabulary Knowledge Scale
        4.6.4 Interview
    4.7 Research Procedures
        4.7.1 Prior Vocabulary Test
        4.7.2 Questionnaire
        4.7.3 Pilot Study
        4.7.4 Reading Test
        4.7.5 The Immediate Test
        4.7.6 The Delayed Test
        4.7.7 Interview
    4.8 Data Analysis
    4.9 Summary
Chapter Five Results Analysis and Discussion
    5.1 Results
        5.1.1 Results of the Investigation
        5.1.2 Results of the Prior Vocabulary Size Test
        5.1.3 Results of the Immediate Test
        5.1.4 Results of the Delayed Test
        5.1.5 Comparison of the Retention Effects within Each Group
    5.2 Discussion of Questionnaire and Interview
        5.2.1 Discussion of the Questionnaire
        5.2.2 Discussion of the Interview
    5.3 Discussion of Research Questions
    5.4 Summary
Chapter Six Conclusion
    6.1 Major Findings
    6.2 Pedagogical Implications
    6.3 Limitations
    6.4 Suggestions for Further Research
    6.5 Summary
References
Appendices
    AppendixⅠ:Vocabulary Size Test
    AppendixⅡ:Questionnaire
    AppendixⅢ:Reading Passage
    AppendixⅣ:Immediate Test
    AppendixⅤ:Delayed Test
    AppendixⅥ:Interview



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