英语微视频环境下英语专业大学生附带词汇习得实证研究

发布时间：2018-01-24 19:40

  本文关键词： 附带词汇习得 任务投入量假说 微视频 接收性词汇 产出性词汇　出处：《大连外国语大学》2016年硕士论文　论文类型：学位论文

【摘要】：越来越多的研究表明相比于阅读学习者更倾向于借助英文视频来学习英语词汇,从而达到提高第二外语水平的目的。因此,本论文选取英语微视频为实验材料,检验“任务投入量假说”在视听学习环境中对附带词汇习得效果的影响,并进一步探讨在即时与延时词汇测试中,学习者接受性词汇和产出性词汇学习效果的差异性表现。基于以上研究目的,本论文主要围绕以下四个研究问题展开研究：(1)英语学习者能否在不同的学习任务中通过观看英语微视频附带习得接收性词汇和产出性词汇?(2)在即时与延时词汇测试中,投入量大的微视频观看任务是否比投入量小的微视频观看任务更有助于学习者习得附带词汇?(3)当两种不同的写作输出任务具有相同的投入量而参与量指数分配不同时,学习者的附带词汇习得效果是否具有差异性?(4)词汇习得深度与任务投入量水平之间具有怎样的相关性?研究结果充分验证了第一研究假设和第二研究假设；对于具有相同投入量的两种写作输出任务,作文组的学习效果好于造句组；投入量只能提前预测学习者的总体附带词汇学习效果,而无法进一步预测接收性和产出性词汇的学习效果。因此,本论文仅部分证明了“任务投入量假说”的有效性,提出投入量不是决定附带词汇学习效果的唯一因素,而应该考虑到“需求”、“搜素”和“评估”的不同作用,从而帮助教师合理设置学习任务以达到预期的教学目标。
[Abstract]:More and more studies have shown that English learners are more inclined to use English video to learn English vocabulary so as to improve their second foreign language proficiency. Therefore, this thesis chooses English microvideo as the experimental material. To test the effect of taskload hypothesis on incidental vocabulary acquisition in audiovisual learning environment, and to further explore the immediate and delayed vocabulary test. The differences in the effects of learners' receptive vocabulary and productive vocabulary learning. This thesis focuses on the following four research questions: 1) can English learners acquire receptive and productive vocabulary by watching English microvideos in different learning tasks? 2) in the instant and delayed vocabulary testing, is it more helpful for learners to acquire incidental vocabulary than micro-video viewing tasks with large involvement load? 3) when the two different writing output tasks have the same input load and different allocation of the participation index, are the learners' incidental vocabulary acquisition effects different? 4) what is the correlation between the depth of vocabulary acquisition and the level of task involvement? The results fully verify the first research hypothesis and the second research hypothesis. For the two kinds of writing output tasks with the same input load, the learning effect of composition group is better than that of sentence making group. The amount of input can only predict the overall incidental vocabulary learning effect of learners in advance, but can not further predict the learning effect of receptive and productive vocabulary. This thesis only partially proves the validity of the taskload hypothesis, and suggests that the involvement load is not the only factor that determines the effect of incidental vocabulary learning, but should take into account the "need". The different roles of "search" and "evaluation" help teachers to set up learning tasks reasonably to achieve the expected teaching goals.
【学位授予单位】：大连外国语大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：H319.3;G434
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本文编号：1460864