阅读任务对英语专业学生词汇附带习得影响的实证研究

发布时间：2018-01-19 20:07

本文关键词： 英语专业学生词汇附带习得阅读任务词汇量　出处：《渤海大学》2017年硕士论文　论文类型：学位论文

【摘要】：现今,在外语学习中,词汇的重要性己经被越来越多外语方面的专家、学者所认可。如何有效地提高词汇习得率正备受关注。在过去几十年中,词汇附带习得成为了学习词汇的一种新的方法。本研究基于投入量假设和深层加工理论,设计出三个不同的阅读任务(阅读理解+用目标词造句,阅读理解+目标词填空,阅读后用目标词写作),以此比较不同投入量的阅读任务对词汇附带习得的影响。同时本研究通过词汇知识量表、词汇水平测试和实验数据,探讨了三个阅读任务中最有效的任务在不同水平学生中的词汇习得。本研究具体研究了以下两个问题:1、不同任务是否会对词汇附带习得产生不同的影响?2、相同任务是否会对不同水平学生产生不同影响?辽宁某大学英语专业三个二年级平行班的学生参加了本次实验,三个班被随机分配到不同的阅读后任务,并且都完成了词汇知识量表,阅读任务完成后,立即对目标词进行了及时词汇测试。两个星期之后对目标词进行了一次延时词汇测试,目标词不变,顺序打乱。两次测试均未告知受试者。数据收集之后,本研究通过SPSS 17.0对数据进行分析,得出以下结论:1、不同任务对词汇附带习得有不同的影响因为不同任务的内在投入量不同,用目标词写作任务的词汇附带习得效果最好。但由于遗忘因素的作用,词汇习得率在长时间内有较明显下降。投入量高的任务比投入量低的任务产生更好的词汇习得效果。2、词汇量对词汇附带习得有影响。词汇附带习得效果最好的任务中,词汇量大的学生比词汇量小的学生更能附带习得词汇。本研究检视和丰富了投入量假设和深层加工理论,并提出在词汇教学方面,作为传统词汇教学的补充,教师可以根据不同的需求设计出不同的阅读任务,以促进词汇习得。由于词汇量大小对词汇附带的影响显著,教师同时还应该积极鼓励学生通过各种方法(看英文杂志,欧美小说,看欧美电影)提高词汇量。
[Abstract]:Nowadays, in foreign language learning, the importance of vocabulary has been recognized by more and more foreign language experts and scholars. Incidental vocabulary acquisition has become a new approach to vocabulary learning. Based on the involvement load hypothesis and deep processing theory, this study designed three different reading tasks (reading comprehension using target words to construct sentences). Reading comprehension target words fill in the blanks and use target words to write after reading so as to compare the influence of reading tasks with different involvement loads on incidental vocabulary acquisition. At the same time the present study is based on the vocabulary knowledge scale. The vocabulary proficiency test and experimental data were conducted to explore the vocabulary acquisition of the most effective of the three reading tasks among students at different levels. The present study focuses on the following two questions: 1: 1. Do different tasks have different effects on incidental vocabulary acquisition? Do the same tasks have different effects on students at different levels? Students from three parallel classes of English major in Liaoning University participated in the experiment. The three classes were randomly assigned to different post-reading tasks, and all completed the vocabulary knowledge scale, and the reading tasks were completed. The target words were tested immediately. Two weeks later, the target words were tested in a delayed lexical test. The target words were not changed and the order of the target words was disrupted. Neither of the two tests was informed to the subjects. After the data collection. The present study analyzes the data by SPSS 17.0 and draws the following conclusion: 1, different tasks have different effects on incidental vocabulary acquisition because different tasks have different internal involvement load. The incidental vocabulary acquisition with the target word writing task is the best. However, due to the effect of forgetting factors, the target word writing task has the best effect on incidental vocabulary acquisition. The rate of vocabulary acquisition decreased significantly over a long period of time. Tasks with high involvement load had better vocabulary acquisition effect than tasks with lower involvement load. Vocabulary size has an impact on incidental vocabulary acquisition. Students with large vocabulary are more able to acquire vocabulary incidental than students with small vocabulary. This study examines and enriches the involvement load hypothesis and deep processing theory, and proposes to supplement the traditional vocabulary teaching in vocabulary teaching. Teachers can design different reading tasks according to different needs in order to promote vocabulary acquisition. Teachers should also actively encourage students to improve their vocabulary by reading English magazines, novels and movies.
【学位授予单位】：渤海大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

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