阅读水平和阅读任务对英语词频效应的影响

发布时间：2018-06-06 03:55

本文选题：阅读水平 + 词频效应　；参考：《天津师范大学》2017年硕士论文

【摘要】：英语阅读在人们的日常学习和生活中占据重要地位,国内外研究者围绕英语阅读中的眼动特点进行了大量研究,如考察了词频、阅读水平、阅读任务等对英语阅读的影响,这些研究都为回答阅读中的眼动控制问题提供了依据。基于以往研究结果,本研究以不同阅读水平的第二语言为英语的汉语读者为研究对象,根据他们的大学英语等级考试成绩分为高水平组和低水平组,要求他们阅读两种不同阅读任务(自然阅读、校对阅读)的英语句子,其中,英语句子包含高频或低频目标词。同时利用眼动仪记录他们完成两种不同阅读任务中的眼动特点,以探讨不同阅读水平的被试完成不同阅读任务中所表现出来的词频效应。本研究以34名19-25岁的大学生为被试,采用2(被试的英语水平:高、低)×2(阅读任务:自然阅读、校对阅读)×2(目标词的词频:高、低)的三因素混合实验设计。实验数据使用SPSS进行重复测量方差分析,分别从被试分析和项目分析两方面进行分析。在本研究的实验条件下,可以初步得出以下结论。(1)阅读水平影响英语阅读中的词频效应。(2)阅读任务影响英语阅读中的词频效应。(3)高水平组被试在英语阅读中的认知灵活性更强。
[Abstract]:English reading plays an important role in people's daily study and life. Researchers at home and abroad have carried out a lot of research on the characteristics of eye movement in English reading, such as the influence of word frequency, reading level and reading task on English reading. These studies provide a basis for answering eye movement control questions in reading. Based on the results of previous studies, the present study focuses on Chinese readers with different reading proficiency levels. They are divided into high level group and low level group according to their scores in college English grade examination. They are asked to read English sentences with two different reading tasks (natural reading, proofreading), in which English sentences contain high-frequency or low-frequency target words. At the same time, the eye movement characteristics of two different reading tasks were recorded by eye movement instrument to explore the word frequency effect of different reading level subjects who completed different reading tasks. In this study, 34 college students aged 19-25 years were selected as subjects. A three-factor mixed experiment was designed with 2 (English proficiency: high, low) 脳 2 (reading task: natural reading, proofreading) 脳 2 (target word frequency: high, low). SPSS was used to analyze the repeated measurement variance, which was analyzed from two aspects: subject analysis and item analysis. Under the experimental conditions of the present study, we can draw the following conclusions: (1) the reading ability affects the word frequency effect in English reading. (2) the reading task affects the word frequency effect in English reading. 3) the cognitive flexibility of the high level group is stronger than that of the high level group.
【学位授予单位】：天津师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B842

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