注释方式和任务投入量对高中学生英语词语搭配附带习得的影响

发布时间：2018-04-03 08:11

  本文选题：注释　切入点：任务投入量假设　出处：《扬州大学》2017年硕士论文

【摘要】：投入量假设认为学习者的任务投入量影响词汇习得。很多研究涉及到“投入量假设”与单个词汇附带习得关系,但关于“投入量假设”与搭配附带习得关系的文章较少。研究表明,提供生词注释不仅能提高学习者的阅读理解能力,而且能促进词汇附带习得。然而目前尚没有文献研究生词注释方式和任务投入量对词语搭配附带习得的影响。本文探讨不同注释方式和任务投入量对二语词语搭配附带习得的影响。本研究拟解决的问题如下:1.在及时和延时测试中,注释方式对词语搭配附带习得有何影响?2.在及时和延时测试中,阅读任务投入量对词语搭配附带习得有何影响?3.在及时和延时测试中,注释方式和任务投入量对词语搭配附带习得有何交互影响?首先,受试者参加了词汇知识测试,然后对他们的期中英语测试和词汇量测试的成绩进行检验。学生被分成四组,阅读一篇配有不同注释方式的文章,并完成不同的阅读任务(搭配注释+翻译,搭配注释+阅读理解问题,单个词注释+翻译,单个词注释+阅读理解问题)。在即时测试中,受试者被要求给出目标搭配的中文翻译。一个星期后,对100名受试者进行延时测试,检测受试者的词汇保持情况。延时测试的内容与先前的目标词汇搭配测试一致,但顺序进行了调整。本研究采取定量和定性研究相结合的方法,并运用方差分析检验注释方式和任务投入量对词语搭配附带习得的影响。发现如下:1.在即时测试中,不管完成高投入量或低投入量的任务,注释方式对词语搭配附带习得都有显著影响。搭配意义取决于节点词和搭配词,它在组合关系上是抽象的,并不直接与单个词的意义关联;但在延时搭配测试中,注释方式与词语搭配习得没有明显关联。根据深层次加工理论,新信息主要储存在长时记忆还是短时记忆取决于加工层次的深浅,而不是时间长短。学习者对目标搭配加工层次浅,它存在短时记忆中,故注释方式对词语搭配附带习得的影响不明显。2.在即时和延时测试中,任务投入量对词语搭配习得都有显著影响。Main(2008)提出由于产出性任务比接受性任务的记忆效果更好。当实验对象把句子翻译成中文时,对任务需要投入大量的注意,对搭配理解更深刻。而当实验对象完成阅读理解任务时,只需根据文章写出答案,涉及的注意和理解少。翻译任务是产出性任务,涉及更多的处理,而阅读理解则是接受性任务。因此,完成翻译任务的实验对象测试效果更好。3.在即时和延时搭配测试中,注释方式和任务投入量都不存在交互效应。在即时搭配测试中,注释的主效应约是任务投入量的两倍。虽然注释和任务投入量都可以强化意义加工(周榕,2010),但注释的主效应明显超过投入量,在词语搭配附带习得中占主要地位。在延时搭配测试中,注释对词语搭配附带习得的影响很小。因为实验者在浅层次处理词汇,目标搭配储存于短时记忆,在一个星期后已经遗忘。研究结果具有一定的教学启示意义:本研究显示搭配附带习得与任务类型相关。学生完成高投入量的任务,在即时和延时测试中词语搭配附带习得的效果更好。因此在教学活动中,教师可以设计高投入量的任务来保持良好的词汇附带习得效果,提高学生的词汇量。
[Abstract]:Input assumption that learners task involvement affects the amount of vocabulary acquisition. Many studies related to involvementload hypothesis and single incidental vocabulary acquisition, but few articles about involvementload hypothesis and incidental collocation relationship. The study shows that the provided annotations can not only improve the learners' reading comprehension ability, and to facilitate incidental vocabulary acquisition. However, there is no literature annotations and task input on incidental effects of collocation words. This paper explores the different annotation ways and task input influence incidental vocabulary acquisition of two collocation words. In this study are as follows: 1. the problems to be solved in a timely and delayed test, notes what is the effect of incidental acquisition of collocation? 2. in a timely and delayed test, the task of reading input to collocation what is the effect of IVA? 3. in a timely and extension When testing, glossing and task involvement loads on collocation what interaction IVA? First, subjects participated in the vocabulary test, and then test the English test and vocabulary test their midterm grades. Students were divided into four groups with different reading notes and articles do different reading tasks (collocation notes + translation + collocation notes reading comprehension questions, single word annotation + translation + annotation, single word reading comprehension questions). In the immediate test, subjects were asked to give the target collocation Chinese translation. A week later, the delayed test on 100 subjects detection, subjects' vocabulary retention. Test content and test collocation delay previous target words, but the order was adjusted. This research adopts the method of quantitative and qualitative analysis, and analysis of variance. Test notes and task inputs affect incidental acquisition of collocation words. Findings are as follows: 1. in the immediate test, regardless of the completion of high or low input input tasks, notes has a significant impact on the incidental acquisition of collocation. Collocation meaning depends on node words and collocation of words, it is abstract in the combination of relations, is not directly associated with the meaning of individual words; but in the delayed collocation test, annotation ways and collocation acquisition has no obvious relevance. According to the depth of processing theory, the new information is stored in long term memory or short-term memory depends on the level of processing depth, rather than the length of time to the target collocation. The processing level is shallow, it exists in the short term memory, so the effect of glossing on collocation incidental acquisition of.2. is not obvious in the immediate and delayed test, task involvement loads on collocation acquisition are significant Effect of.Main (2008) proposed the productive tasks better than the memory effect of receptive tasks. When subjects translate the sentences into Chinese when the task requires a lot of attention to the collocation a more profound understanding. And when the object of the task of reading comprehension, just write the answers according to the article, to pay attention to understanding and translation task is less productive task, involving more processing, and reading comprehension is to accept the task. Therefore, complete the translation work in experimental subjects better testing results of.3. in the immediate and delayed collocation test, annotation mode and task input does not exist the interaction effect. In the instant collocation test. The main effect of about comments is task input two times. Although the comments and inputs can strengthen the significance of task processing (Rong Zhou, 2010), but the main effect of annotation is higher than the amount of input, in collocation incidental acquisition Plays a major role in the delay time collocation test, comments on the effects of collocation incidental vocabulary processing is very small. Because the experimenter in shallow level, the target collocation is stored in short-term memory, after a week has been forgotten. The research results have some teaching implications: This study shows that the collocation incidental and task types high input. Students complete the task in the immediate and delayed tests of collocation better incidental acquisition. Therefore, in the teaching activities, teachers can design a high input task to maintain good incidental vocabulary acquisition effect, improve the students' vocabulary.

【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
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本文编号：1704339