重复阅读对高中生词汇附带习得影响的研究
发布时间：2022-07-03 21:09
如今,学生们总是通过教师教授、进行各种有意识的词汇练习或者背诵词汇表来学习词汇,这些途径不仅枯燥,而且学习效果不明显。因此,如何在阅读中有效地习得新词汇,一直是研究者和教师们迫切关注的问题。1985年,Nagy,Herman和Anderson在研究儿童母语词汇学习的基础上提出了词汇附带习得,这在一定程度上解决了一些词汇学习的问题。Nagy和他的同事进一步明确了附带习得理论并对一语和二语习得影响深远。他们认为,词汇附带习得是一个逐步的过程,在此之中,词汇浮现次数的增加利于习得全部的词汇知识。在现今的英语词汇教学中,为了促进高中生词汇习得的效果,本研究尝试通过重复阅读使学生附带习得词汇。本研究试回答以下问题:第一,在重复高中英语阅读环境下,名词、动词和形容词在词形方面的附带习得效果有何差异?第二,在重复高中英语阅读环境下,名词、动词和形容词在词义方面的附带习得效果有何差异?本研究拟选取沈阳市第35高级中学一年级的两个平行班共83名学生作为被试对象:四班（41人）做先导测试以选择目标词汇,五班（42人）为实验班级。在前测之后,实验班接受含有目标词重复的阅读任务并随之进行后测。本实验的结果将进...
【文章页数】：71 页
【学位级别】：硕士
【文章目录】：
Abstract
摘要
Chapter One Introduction
1.1 Research background
1.2 Research significance and purpose
1.3 The overall structure of the thesis
Chapter Two Literature review
2.1 Incidental Vocabulary Acquisition
2.1.1 Definition of Incidental Vocabulary Acquisition
2.1.2 Theoretical foundations
2.2 Introduction to vocabulary knowledge
2.3 Related research on IVA in reading
2.3.1 Related research of IVA through repetition in reading
2.3.2 Related research of IVA on different word classes through reading
2.4 Summary
Chapter Three Research methodology
3.1 Research questions
3.2 Participants
3.3 Reading material
3.4 Target words
3.5 Instruments
3.5.1 A Senior High School Entrance Examination Paper
3.5.2 Vocabulary knowledge test for choosing the target words
3.5.3 Pretest
3.5.4 Immediate posttest
3.5.5 Delayed posttest
3.5.6 Reading comprehension task
3.5.7 SPSS19.0
3.6 Procedures
3.6.1 English proficiency level test
3.6.2 Pilot study for choosing the target words
3.6.3 Pretest for vocabulary knowledge in EC
3.6.4 Reading task
3.6.5 Immediate posttest
3.6.6 Delayed posttest
3.7 Data collection
Chapter Four Results and discussion
4.1 Results and analysis of the pretest in form and meaning
4.2 Results and analysis of the immediate posttest in form and meaning
4.3 Results and discussion of RQ
4.3.1 Results and analysis of nouns in form of the immediate posttest
4.3.2 Results and analysis of verbs in form of the immediate posttest
4.3.3 Results and analysis of adjectives in form of the immediate posttest
4.3.4 Comparison of the effects of different word classes on word form
4.3.5 Results and analysis of the delayed posttest in form
4.3.6 Discussion of RQ
4.4 Results and analysis of RQ
4.4.1 Results and analysis of nouns in meaning of the immediate posttest
4.4.2 Results and analysis of verbs in meaning of the immediate posttest
4.4.3 Results and analysis of adjectives in meaning of the immediate posttest
4.4.4 Comparison of the effects of different word classes on word meaning
4.4.5 Results and analysis of the delayed posttest in meaning
4.4.6 Discussion of RQ
4.5 Summary of the results and discussion
Chapter Five Conclusion
5.1 Major findings
5.2 Pedagogical implications
5.3 Limitations of the study and suggestions for future studies
Bibliography
Appendix Ⅰ: Reading material for choosing the target words
Appendix Ⅱ: Vocabulary knowledge test for choosing the target words
Appendix Ⅲ: Results for choosing the target words
Appendix Ⅳ: Reading comprehension task
Appendix Ⅴ: Pretest
Appendix Ⅵ: Immediate posttest
Appendix Ⅶ : Delayed posttest
Acknowledgements
The list of the research papers published by the author
【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]输出驱动对多维词汇知识习得的影响研究[J]. 王新朋,孔文,王永祥. 外语与外语教学. 2017(01)
[3]不同复杂阅读任务中英语词汇附带习得效果研究[J]. 赵龙武,李毅. 外语学刊. 2016(03)
[4]二语词汇深度知识测量工具及其应用研究[J]. 常乐,王文婷. 外语测试与教学. 2015(02)
[5]词汇呈现方式对多维词汇知识习得的影响研究[J]. 王新朋,束定芳. 外语与外语教学. 2014(06)
[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]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)
[8]词性及其识别对汉语伴随性词汇学习的影响[J]. 干红梅. 汉语学习. 2010(03)
[9]二语自然阅读词汇附带习得研究[J]. 王改燕. 解放军外国语学院学报. 2009(05)
[10]阅读附带词汇习得中的频率效应[J]. 龚兵. 解放军外国语学院学报. 2009(04)
硕士论文
[1]教材中词汇复现率对学生词汇习得影响的研究[D]. 张季伟.南京师范大学 2011
[2]教材中的词汇输入频率对二语词汇习得的影响[D]. 王镭.南京师范大学 2008
本文编号：3655651
【文章页数】：71 页
【学位级别】：硕士
【文章目录】：
Abstract
摘要
Chapter One Introduction
1.1 Research background
1.2 Research significance and purpose
1.3 The overall structure of the thesis
Chapter Two Literature review
2.1 Incidental Vocabulary Acquisition
2.1.1 Definition of Incidental Vocabulary Acquisition
2.1.2 Theoretical foundations
2.2 Introduction to vocabulary knowledge
2.3 Related research on IVA in reading
2.3.1 Related research of IVA through repetition in reading
2.3.2 Related research of IVA on different word classes through reading
2.4 Summary
Chapter Three Research methodology
3.1 Research questions
3.2 Participants
3.3 Reading material
3.4 Target words
3.5 Instruments
3.5.1 A Senior High School Entrance Examination Paper
3.5.2 Vocabulary knowledge test for choosing the target words
3.5.3 Pretest
3.5.4 Immediate posttest
3.5.5 Delayed posttest
3.5.6 Reading comprehension task
3.5.7 SPSS19.0
3.6 Procedures
3.6.1 English proficiency level test
3.6.2 Pilot study for choosing the target words
3.6.3 Pretest for vocabulary knowledge in EC
3.6.4 Reading task
3.6.5 Immediate posttest
3.6.6 Delayed posttest
3.7 Data collection
Chapter Four Results and discussion
4.1 Results and analysis of the pretest in form and meaning
4.2 Results and analysis of the immediate posttest in form and meaning
4.3 Results and discussion of RQ
4.3.1 Results and analysis of nouns in form of the immediate posttest
4.3.2 Results and analysis of verbs in form of the immediate posttest
4.3.3 Results and analysis of adjectives in form of the immediate posttest
4.3.4 Comparison of the effects of different word classes on word form
4.3.5 Results and analysis of the delayed posttest in form
4.3.6 Discussion of RQ
4.4 Results and analysis of RQ
4.4.1 Results and analysis of nouns in meaning of the immediate posttest
4.4.2 Results and analysis of verbs in meaning of the immediate posttest
4.4.3 Results and analysis of adjectives in meaning of the immediate posttest
4.4.4 Comparison of the effects of different word classes on word meaning
4.4.5 Results and analysis of the delayed posttest in meaning
4.4.6 Discussion of RQ
4.5 Summary of the results and discussion
Chapter Five Conclusion
5.1 Major findings
5.2 Pedagogical implications
5.3 Limitations of the study and suggestions for future studies
Bibliography
Appendix Ⅰ: Reading material for choosing the target words
Appendix Ⅱ: Vocabulary knowledge test for choosing the target words
Appendix Ⅲ: Results for choosing the target words
Appendix Ⅳ: Reading comprehension task
Appendix Ⅴ: Pretest
Appendix Ⅵ: Immediate posttest
Appendix Ⅶ : Delayed posttest
Acknowledgements
The list of the research papers published by the author
【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]输出驱动对多维词汇知识习得的影响研究[J]. 王新朋,孔文,王永祥. 外语与外语教学. 2017(01)
[3]不同复杂阅读任务中英语词汇附带习得效果研究[J]. 赵龙武,李毅. 外语学刊. 2016(03)
[4]二语词汇深度知识测量工具及其应用研究[J]. 常乐,王文婷. 外语测试与教学. 2015(02)
[5]词汇呈现方式对多维词汇知识习得的影响研究[J]. 王新朋,束定芳. 外语与外语教学. 2014(06)
[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]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)
[8]词性及其识别对汉语伴随性词汇学习的影响[J]. 干红梅. 汉语学习. 2010(03)
[9]二语自然阅读词汇附带习得研究[J]. 王改燕. 解放军外国语学院学报. 2009(05)
[10]阅读附带词汇习得中的频率效应[J]. 龚兵. 解放军外国语学院学报. 2009(04)
硕士论文
[1]教材中词汇复现率对学生词汇习得影响的研究[D]. 张季伟.南京师范大学 2011
[2]教材中的词汇输入频率对二语词汇习得的影响[D]. 王镭.南京师范大学 2008
本文编号：3655651
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