显性/隐性教学对学习者习得英语词块的影响研究
发布时间：2020-12-28 09:30
近年来,二语习得研究不断发展,英语教学法也在不断改革,显性与隐性教学逐渐成为二语习得的热点问题之一。国内外已有大量研究对这两种教学方法进行了探讨,但大多集中于词汇、语法、语用等方面,对于词块的研究相对来说还是比较缺乏。因此,本研究选取词块作为目标语言形式探讨了显性和隐性教学方式对非英语专业大学生英语词块习得的影响。研究选取了湖南某大学60名会计专业大二的学生作为实验对象并将其随机分为两个班,一个班实施显性教学,而另一班实施隐性教学。研究问题有:(1)显性教学和隐性教学是否都能促进学生的英语词块学习?如果能,那么能持续多长时间?(2)显性教学和隐性教学哪一种更有利于学生习得英语词块?(3)学习者对显性教学和隐性教学分别持什么态度?实验期间,对显性组和隐性组分别以显性教学法和隐性教学法实施了为期2周的目标英语词块教学。教学结束后,分别对两组实施了即时后测和延时后测来检验两种不同教学方式的即时效果和延时效果,并以调查问卷的形式探讨了学习者对于这两种教学方式的态度。研究结果显示:(1)显性教学在即时测试中能够显著提高非英语专业大学生的词块学习效果,而隐性教学没有表现出突出的作用;(2)在延时测...
【文章来源】：湘潭大学湖南省
【文章页数】：79 页
【学位级别】：硕士
【文章目录】：
摘要
Abstract
Introduction
Research Background
Objectives and Significance of the Project
Organization of this Thesis
Chapter One Literature Review
1.1 The Explicit/ Implicit Dichotomy
1.1.1 Explicit and Implicit Knowledge
1.1.2 Explicit and Implicit Learning
1.1.3 Explicit and Implicit Instruction
1.2 Empirical Studies on Explicit and Implicit Instruction
1.2.1 Laboratory Studies
1.2.2 Classroom Studies
1.3 Empirical Studies on the Acquisition of Lexical Chunks
Chapter Two Theoretical Framework
2.1 The Input Hypothesis
2.2 The Noticing Hypothesis
2.3 The Theory about Zone of Proximal Development
Chapter Three Research Methodology
3.1 Research Questions
3.2 Participants
3.3 Materials
3.4 Instruments
3.4.1 Pretest
3.4.2 Post-tests
3.4.3 Exit Survey
3.5 Procedure
3.6 Data Analysis
Chapter four Results and Discussion
4.1 Overall Effect of Instruction on the Learning of Lexical Chunks
4.1.1 Constant Performance of the Implicit Group
4.1.2 Improved Performance of the Explicit Group
4.2 Differential Effects of Implicit and Explicit Instruction on the Learning of lexical chunks
4.2.1 Nonsignificant Differences Between the Implicit Group and Explicit Group in the Pretest
4.2.2 Significant Differences Between the Implicit Group and Explicit Group in the Immediate Post-test
4.2.3 Nonsignificant Differences Between the Implicit Group and Explicit Group in the Delayed Post-test
4.3 Results of the Exit Survey
4.3.1 Learner’s Attitude toward Implicit and Explicit Instruction
4.3.2 Learner’s Suggestion for Integration of Implicit Instruction and Explicit Instruction
Conclusion
Major findings
Implications of the Research
Limitations of the Research
Suggestions for Future Research
Works Cited
Acknowledgements
Appendix A:Teaching Material
Appendix B:Three Tests
Appendix C:Exit Survey
Informative Abstract in Chinese
Résuméand Publications since Entering the Postgraduate
【参考文献】：
期刊论文
[1]浅谈高中英语词块教学[J]. 宋晓红. 课程教育研究. 2017(01)
[2]大学英语学习者显性与隐性语法知识发展差异研究[J]. 穆无双. 外语界. 2016(02)
[3]“最近发展区”理论对高职英语教学的启示[J]. 杨丽. 吉首大学学报(社会科学版). 2014(S1)
[4]国内外二语词块研究文献述评[J]. 汪春成. 铜陵学院学报. 2014(03)
[5]中国学习者二语语块的习得——显性学习与隐性学习实证研究[J]. 周正钟. 天津外国语大学学报. 2013(04)
[6]近四十年来显性/隐性研究文献综述[J]. 彭惠玲. 长春理工大学学报. 2013(02)
[7]大专院校学生英语词块意识的培养[J]. 许楚娟. 文教资料. 2013(02)
[8]显性/隐性教学与语言分析能力对二语知识习得的交互作用[J]. 苏建红. 现代外语. 2012(04)
[9]显性语法知识与隐性语法能力的动态平衡探微[J]. 杜小红. 当代外语研究. 2011(07)
[10]最近发展区中的词块习得实证研究——基于支架式教学的实验报告[J]. 盖淑华. 外语与外语教学. 2010(05)
本文编号：2943519
【文章来源】：湘潭大学湖南省
【文章页数】：79 页
【学位级别】：硕士
【文章目录】：
摘要
Abstract
Introduction
Research Background
Objectives and Significance of the Project
Organization of this Thesis
Chapter One Literature Review
1.1 The Explicit/ Implicit Dichotomy
1.1.1 Explicit and Implicit Knowledge
1.1.2 Explicit and Implicit Learning
1.1.3 Explicit and Implicit Instruction
1.2 Empirical Studies on Explicit and Implicit Instruction
1.2.1 Laboratory Studies
1.2.2 Classroom Studies
1.3 Empirical Studies on the Acquisition of Lexical Chunks
Chapter Two Theoretical Framework
2.1 The Input Hypothesis
2.2 The Noticing Hypothesis
2.3 The Theory about Zone of Proximal Development
Chapter Three Research Methodology
3.1 Research Questions
3.2 Participants
3.3 Materials
3.4 Instruments
3.4.1 Pretest
3.4.2 Post-tests
3.4.3 Exit Survey
3.5 Procedure
3.6 Data Analysis
Chapter four Results and Discussion
4.1 Overall Effect of Instruction on the Learning of Lexical Chunks
4.1.1 Constant Performance of the Implicit Group
4.1.2 Improved Performance of the Explicit Group
4.2 Differential Effects of Implicit and Explicit Instruction on the Learning of lexical chunks
4.2.1 Nonsignificant Differences Between the Implicit Group and Explicit Group in the Pretest
4.2.2 Significant Differences Between the Implicit Group and Explicit Group in the Immediate Post-test
4.2.3 Nonsignificant Differences Between the Implicit Group and Explicit Group in the Delayed Post-test
4.3 Results of the Exit Survey
4.3.1 Learner’s Attitude toward Implicit and Explicit Instruction
4.3.2 Learner’s Suggestion for Integration of Implicit Instruction and Explicit Instruction
Conclusion
Major findings
Implications of the Research
Limitations of the Research
Suggestions for Future Research
Works Cited
Acknowledgements
Appendix A:Teaching Material
Appendix B:Three Tests
Appendix C:Exit Survey
Informative Abstract in Chinese
Résuméand Publications since Entering the Postgraduate
【参考文献】：
期刊论文
[1]浅谈高中英语词块教学[J]. 宋晓红. 课程教育研究. 2017(01)
[2]大学英语学习者显性与隐性语法知识发展差异研究[J]. 穆无双. 外语界. 2016(02)
[3]“最近发展区”理论对高职英语教学的启示[J]. 杨丽. 吉首大学学报(社会科学版). 2014(S1)
[4]国内外二语词块研究文献述评[J]. 汪春成. 铜陵学院学报. 2014(03)
[5]中国学习者二语语块的习得——显性学习与隐性学习实证研究[J]. 周正钟. 天津外国语大学学报. 2013(04)
[6]近四十年来显性/隐性研究文献综述[J]. 彭惠玲. 长春理工大学学报. 2013(02)
[7]大专院校学生英语词块意识的培养[J]. 许楚娟. 文教资料. 2013(02)
[8]显性/隐性教学与语言分析能力对二语知识习得的交互作用[J]. 苏建红. 现代外语. 2012(04)
[9]显性语法知识与隐性语法能力的动态平衡探微[J]. 杜小红. 当代外语研究. 2011(07)
[10]最近发展区中的词块习得实证研究——基于支架式教学的实验报告[J]. 盖淑华. 外语与外语教学. 2010(05)
本文编号：2943519
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