听读输入对英语词汇附带习得影响的比较研究

发布时间：2018-05-22 19:18

本文选题：词汇附带习得 + 输入方式　；参考：《广州大学》2017年硕士论文

【摘要】：关于词汇附带习得方面的研究已经有了很多,但关于不同输入方式下词汇附带习得的效果尚存在一些争议。尽管已有大量的实验研究证实了通过阅读和听力附带习得词汇的可行性,较少的研究聚焦于对两种输入方式下词汇附带习得效果的比较。因此,本文以词汇附带习得假说和克拉申的输入假说为基础,以中国高中生为对象,旨在探究听力输入和阅读输入对英语词汇附带习得的影响有何差异,据此提出了两个研究目标:1)探究听力输入和阅读输入对英语词汇附带习得的影响有何差异,从词形、词义和应用三个方面来分析。2)探究听力输入和阅读输入对英语词汇保持情况的影响有何差异,从词形、词义和应用三个方面来分析。本研究中的参试为广州市番禺区某高中的80位高二学生。研究工具包括一次即时词汇习得测试和一次延时词汇保持测试。参试被分成两组,每组40人,一组听材料回答相关的问题;另一组阅读材料回答相关的问题,两组所用的材料为同一篇文章。听力和阅读时长均为10分钟。材料中的9个生词被选为本研究的目标词,参试完成听力或阅读理解练习后,接受即时测试和延时测试,延时测试在即时测试后一周进行。两次测试前参试都并未被告知后续会进行词汇测试。测试的数据由研究者收集,采用独立样本t检验方法来分析两者之间可能存在的差异。研究结果显示,在即时测试中,阅读组的成绩要高于听力组且两者存在显著差异。根据对测试中三个部分的分析,在词形和词义方面,两组之间不存在显著差异;然而在词汇应用方面,阅读组的得分要显著高于听力组。在延时测试中,听力组和阅读组总体之间没有发现显著的差异,但对词形、词义和应用三个方面的分析结果与即时测试中的一致。基于以上发现,本研究表明:1)中国高中生能够通过听力输入和阅读输入附带习得词汇知识;2)阅读输入相对听力输入的词汇附带习得效果要好,尤其是在词汇应用方面;3)两种输入方式对于词汇保持情况的效果不相上下,尽管阅读输入在词汇应用知识方面的保持仍然要显著好于听力输入。通过本研究得到以下启示:首先,老师和学生有必要通过利用不同的输入方式来促进词汇不同部分的习得。阅读材料可以用来学习新词汇在情境中用法,而听力输入可以提供词汇的听力信息以巩固词汇的保持情况。其次,频繁的复习对于词汇学习来说是至关重要的。
[Abstract]:There have been many studies on incidental vocabulary acquisition, but there are still some controversies about the effect of incidental vocabulary acquisition under different input modes. Although a large number of experimental studies have confirmed the feasibility of incidental vocabulary acquisition through reading and listening less research has focused on the comparison of the effects of incidental vocabulary acquisition between the two input modes. Therefore, based on the incidental vocabulary acquisition hypothesis and Krashen's input hypothesis, this paper aims to explore the differences between listening input and reading input on incidental vocabulary acquisition in Chinese high school students. Based on this, this paper proposes two research objectives: 1) to explore the differences between listening input and reading input on incidental acquisition of English vocabulary, and to explore the differences between listening input and reading input in the incidental acquisition of English vocabulary. (2) to explore the differences between listening input and reading input on English vocabulary retention, from three aspects of word form, word meaning and application. This study included 80 sophomores from a high school in Panyu District, Guangzhou. The tools include an instant vocabulary acquisition test and a delayed vocabulary retention test. The subjects were divided into two groups, 40 people in each group, one group of listening materials to answer related questions, the other group of reading materials to answer related questions, two groups of materials used in the same article. Both listening and reading are 10 minutes long. Nine new words were selected as the target words in this study. After the listening or reading comprehension exercises were completed, the students were given instant and delayed tests, and the delay tests were conducted one week after the instant test. Neither test was informed that a vocabulary test would be conducted later. The test data were collected by the researchers and the possible differences between the two were analyzed by using the independent sample t test method. The results showed that the scores of the reading group were higher than those of the listening group in the instant test and there were significant differences between the two groups. According to the analysis of the three parts of the test, there is no significant difference between the two groups in terms of lexical form and lexical meaning; however, the scores of the reading group are significantly higher than those of the listening group in terms of vocabulary application. There was no significant difference between the listening group and the reading group in the delay test, but the analysis results of the lexical form, word meaning and application were consistent with those in the instant test. Based on the above findings, the present study shows that Chinese senior high school students can acquire vocabulary knowledge by listening input and reading input incidental acquisition. Especially in terms of lexical application, the two input methods have the same effect on vocabulary retention, although the retention of reading input in lexical application knowledge is still significantly better than that of listening input. First, it is necessary for teachers and students to use different input methods to promote the acquisition of different parts of vocabulary. Reading materials can be used to learn how new words are used in situations, while listening input can provide listening information to reinforce vocabulary retention. Secondly, frequent review is essential for vocabulary learning.
【学位授予单位】：广州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

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