不同语言输出方式对大学英语词汇习得的影响研究

发布时间：2018-03-06 17:32

本文选题：输出方式　切入点：词汇习得　出处：《沈阳师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：词汇是语言习得的基础。在二语习得中,有效地交流得益于学习者的词汇知识。然而很多研究表明,大部分学生的词汇量地掌握和使用并没有达到标准要求。自从Swain提出输出假设,一些研究表明输出能够促进语言习得。但是这些研究中几乎没有太多的实证证明不同的语言输出方式对大学生词汇习得的研究,尤其从词汇的深度和词汇的广度这两个方面。根据之前的研究,此论文主要回答下面两个问题:(1)不同语言输出方式是否能促进学生词汇习得?(2)学生是否能接受这种教学模式?为了回答两个研究问题,研究者实行了长达17周的研究。此次实验共40名研究对象,两个实验班,A班和B班。研究者分别对A班和B班实行口语输出和书面输出。通过使用测试和采访来收集和分析数据。独立样本T检验用来寻找不同语言输出方式对词汇广度和深度的影响。实验结果表明口语输出和书面输出都会促进对词汇习得。从词汇的广度来看,口语输出和书面输出都会促进词汇习得但不会产生显著性差异。对于词汇的深度,口语输出和书面输出不仅能促进词汇习得,而且也会产生显著性差异。并且书面输出对词汇深度习得的影响效果更显著。大部分实验者对两种中任意一种教学模式产生了浓厚的兴趣。
[Abstract]:Vocabulary is the basis of language acquisition. In second language acquisition, effective communication benefits learners' vocabulary knowledge. However, many studies have shown that, Most of the students' vocabulary is not up to standard. Since Swain put forward the output hypothesis, Some studies have shown that output can promote language acquisition. However, there is little empirical evidence that different ways of language output can contribute to vocabulary acquisition of college students. According to the previous research, this paper mainly answers the following two questions: 1) can different ways of language output promote students' vocabulary acquisition? Can students accept this mode of teaching? To answer two questions, the researchers conducted a 17-week study of 40 subjects. Two experimental classes, class A and class B. the researchers used oral and written output to class A and class B. data were collected and analyzed by means of tests and interviews. Independent sample T test was used to find out different language outputers. The experimental results show that both oral and written output can promote vocabulary acquisition. Both oral output and written output can promote vocabulary acquisition, but there is no significant difference. For the depth of vocabulary, oral output and written output can not only promote vocabulary acquisition. Furthermore, the effect of written output on deep vocabulary acquisition is more significant. Most of the participants are interested in either of the two teaching models.
【学位授予单位】：沈阳师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

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