不同语境下重复阅读对小学五年级学生新词学习的影响
发布时间：2018-11-06 20:48
【摘要】：学习者把词汇学习看成语言学习最重要的方面,词汇量是词汇学习的基础,是影响词汇加工能力的重要因素,也是影响儿童阅读表现的重要因素,能够预测儿童将来的阅读发展水平(GrabeStoller,1997)。因此想要提高儿童的阅读表现,可以从提高儿童的词汇量入手,研究表明,通过阅读来学习新词是儿童词汇量增长的主要途径(Stahl,1991),这种以阅读理解为主要目标、词语习得为辅的学习叫"伴随性学习"。伴随性词汇学习被认为是词汇习得的主要方式,我们所关注的是重复阅读这种"伴随性词汇学习"。在以往重复阅读的研究中,未将重复效应与语境丰富性效应区分开,而语境丰富性对词汇学习也具有促进作用,可以增加词汇学习的深度。因此本研究设置三种学习条件,来探讨重复阅读和语境丰富性在词汇识别过程中的作用及其发生机制。实验以46名五年级小学生为研究对象,采用Eyelink1000 plus眼动仪记录被试的眼动轨迹,探讨不同语境下的重复阅读对于新词学习的影响。研究分为学习阶段和测试阶段,学习阶段要求被试认真阅读句子,每一个句子均包含有一个新词,同时记录被试的眼动指标。测试阶段分为两部分:行为实验和眼动实验。行为实验采用E-prime软件编程,让被试对词语的所属种类进行选择,记录被试的正确率和反应时。眼动实验是让被试正常阅读句子,同时记录其眼动指标。实验采用2(实验阶段:学习阶段、测试阶段)×3(语境条件:多语境重复、单语境重复、不重复)的实验设计。研究选择四个眼动指标对实验结果进行讨论,分别是首次注视时间、凝视时间、总注视时间、重复阅读时间。实验结果发现:(1)儿童在句子阅读过程中存在新词学习效应。整体来看,测试阶段的注视时间比学习阶段的注视时间更短,说明存在实验阶段效应。(2)单语境重复条件比不重复条件的注视时间更短,即词汇重复次数越多,注视时间越短,说明句子阅读过程中存在重复阅读效应。(3)多语境重复比单语境重复的注视时间更短,学习效果更好,说明语境丰富性对新词学习具有促进作用。
[Abstract]:Learners regard vocabulary learning as the most important aspect of language learning. Vocabulary size is the basis of vocabulary learning, an important factor affecting vocabulary processing ability, and also an important factor affecting children's reading performance. To be able to predict the level of reading development (GrabeStoller,1997) of children in the future. Therefore, to improve children's reading performance, we can start with improving children's vocabulary. The study shows that reading to learn new words is the main way for children to increase their vocabulary (Stahl,1991), which aims at reading comprehension. Word acquisition as a secondary learning is called "accompanying learning". Incidental vocabulary learning is regarded as the main way of vocabulary acquisition. In the previous studies of repeated reading, there is no distinction between repetition effect and contextual richness effect, which can promote vocabulary learning and increase the depth of vocabulary learning. Therefore, this study sets up three learning conditions to explore the role and mechanism of repeated reading and contextual richness in the process of lexical recognition. In this study, 46 fifth grade pupils were used to record the eye movement track of the subjects by using Eyelink1000 plus eye movement instrument to explore the effect of repeated reading on the learning of new words in different contexts. The study was divided into study stage and test stage. In the learning stage, the participants were asked to read the sentences carefully, each sentence contained a new word, and the eye movement index of the subjects was recorded at the same time. The test phase is divided into two parts: behavioral experiment and eye movement experiment. The behavior experiment was programmed with E-prime software. The subjects were asked to choose the category of words and the correct rate and reaction time were recorded. Eye movement experiment allows subjects to read sentences and record their eye movements. The experiment was designed as 2 (experiment stage: learning stage, test stage) 脳 3 (context condition: multiple context repetition, single context repetition, no repetition). Four eye movement indexes were selected to discuss the experimental results, namely, the first fixation time, the gaze time, the total fixation time and the repetition reading time. The results show that: (1) there is a neologism learning effect in the process of sentence reading. On the whole, the fixation time in the test stage is shorter than that in the learning stage, indicating that there is an experimental phase effect. (2) the fixation time of the single context repetition condition is shorter than that of the non-repetition condition, that is, the more vocabulary repetition times, The shorter the fixation time, the more repetitive reading effect exists in sentence reading. (3) Multi-context repetition has shorter fixation time and better learning effect than single-context repetition, which indicates that contextual richness can promote the learning of neologisms.
【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】：B842.3
本文编号：2315429
[Abstract]:Learners regard vocabulary learning as the most important aspect of language learning. Vocabulary size is the basis of vocabulary learning, an important factor affecting vocabulary processing ability, and also an important factor affecting children's reading performance. To be able to predict the level of reading development (GrabeStoller,1997) of children in the future. Therefore, to improve children's reading performance, we can start with improving children's vocabulary. The study shows that reading to learn new words is the main way for children to increase their vocabulary (Stahl,1991), which aims at reading comprehension. Word acquisition as a secondary learning is called "accompanying learning". Incidental vocabulary learning is regarded as the main way of vocabulary acquisition. In the previous studies of repeated reading, there is no distinction between repetition effect and contextual richness effect, which can promote vocabulary learning and increase the depth of vocabulary learning. Therefore, this study sets up three learning conditions to explore the role and mechanism of repeated reading and contextual richness in the process of lexical recognition. In this study, 46 fifth grade pupils were used to record the eye movement track of the subjects by using Eyelink1000 plus eye movement instrument to explore the effect of repeated reading on the learning of new words in different contexts. The study was divided into study stage and test stage. In the learning stage, the participants were asked to read the sentences carefully, each sentence contained a new word, and the eye movement index of the subjects was recorded at the same time. The test phase is divided into two parts: behavioral experiment and eye movement experiment. The behavior experiment was programmed with E-prime software. The subjects were asked to choose the category of words and the correct rate and reaction time were recorded. Eye movement experiment allows subjects to read sentences and record their eye movements. The experiment was designed as 2 (experiment stage: learning stage, test stage) 脳 3 (context condition: multiple context repetition, single context repetition, no repetition). Four eye movement indexes were selected to discuss the experimental results, namely, the first fixation time, the gaze time, the total fixation time and the repetition reading time. The results show that: (1) there is a neologism learning effect in the process of sentence reading. On the whole, the fixation time in the test stage is shorter than that in the learning stage, indicating that there is an experimental phase effect. (2) the fixation time of the single context repetition condition is shorter than that of the non-repetition condition, that is, the more vocabulary repetition times, The shorter the fixation time, the more repetitive reading effect exists in sentence reading. (3) Multi-context repetition has shorter fixation time and better learning effect than single-context repetition, which indicates that contextual richness can promote the learning of neologisms.
【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】：B842.3
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