听读交互模式下词汇搭配附带习得研究

发布时间：2021-08-28 14:59

　　词汇学习作为语言学习的重要组成部分,长期以来一直为外语研究者们所重视。词汇搭配与词汇学习紧密联系,并且逐渐成为当代语言学研究关注的焦点之一。关于词汇搭配附带习得的研究自上世纪90年代便已兴起且初具成果,然而对于词汇搭配附带习得,研究者们仅研究其在单一输入模式如听或读的情况下的习得情况,却鲜有关于听读交互模式下词汇搭配附带习得的研究。本研究基于输入理论,深加工理论和投入量假设的理论基础,试图回答以下三个研究问题:1.词汇搭配能否在听读交互模式下被附带习得?2.听读交互模式下,词汇搭配的接受性和产出性词形和词义知识在重复频率为多少次的情况下可以被附带习得?3.在听读交互模式下,词汇搭配的接受性和产出性词形和词义知识的附带习得情况在即时后测和延时后测中的保持情况如何?本研究的参与者是来自于渤海大学某非英语专业大二的五个平行班的100名学生,他们被分为一个控制组和四个实验组。其中四个实验组分别在听读交互模式下接触18个目标词汇搭配出现不同频率的分级材料,而控制组则听读不包含18个目标词汇搭配的分级材料。即时后测在听读之后马上进行,而延时后测则在一周后进行。所有的数据被收集并通过SPSS进行了数... 

【文章来源】：渤海大学辽宁省

【文章页数】：81 页

【学位级别】：硕士

【文章目录】：
Abstract
摘要
Chapter One Introduction
    1.1 Research background
    1.2 Purpose and significance of the research
    1.3 Overall structure of the thesis
Chapter Two Literature Review
    2.1 Introduction of incidental acquisition of collocation
        2.1.1 Definition of collocation
        2.1.2 Classification of collocation
        2.1.3 Related studies on incidental acquisition of collocation
    2.2 Theoretical basis of incidental acquisition of collocation
        2.2.1 Input Hypothesis
        2.2.2 Theory of Depth of Processing
        2.2.3 Involvement Load Hypothesis
    2.3 Related research on the incidental acquisition of collocation through reading whilelistening at home and abroad
        2.3.1 Related research abroad
        2.3.2 Related research at home
    2.4 The relationship between incidental acquisition of collocation and frequency ofoccurrence of target words
        2.4.1 Frequency of encounters in Noticing Hypothesis
        2.4.2 The effect of frequency of encounters on incidental acquisition of collocation
    2.5 Summary
Chapter Three Research Methodology
    3.1 Research questions
    3.2 Research participants
    3.3 Target collocations
    3.4 Research instruments
        3.4.1 Tests
        3.4.2 SPSS software
    3.5 Research procedure
        3.5.1 Vocabulary Levels Test
        3.5.2 Pre-test
        3.5.3 Treatment
        3.5.4 Post-test
    3.6 Data collection
Chapter Four Data Analysis and Discussion
    4.1 Data analysis and discussion of Research Question One
        4.1.1 Data analysis and discussion of Vocabulary Levels Test
        4.1.2 Data analysis and discussion of pre-test
        4.1.3 Data analysis and discussion of post-test
    4.2 Data analysis and discussion of Research Question Two
        4.2.1 Data analysis and discussion of receptive knowledge of form and meaning
        4.2.2 Data analysis and discussion of productive knowledge of form and meaning
    4.3 Data analysis and discussion of Research Question Three
        4.3.1 Data analysis and discussion of retention of receptive knowledge of form andmeaning
        4.3.2 Data analysis and discussion of retention of productive knowledge of form andmeaning
    4.4 Summary
Chapter Five Conclusion
    5.1 Major findings
    5.2 Implication
    5.3 Limitations and suggestions for the further study
References
Appendix Ⅰ The Vocabulary Levels Test for2000 words
Appendix Ⅱ The General Service List
Appendix Ⅲ Test paper for receptive knowledge of form of collocation in pre-test
Appendix Ⅳ Test paper for receptive knowledge of meaning of collocation in pre-test
Appendix Ⅴ Test paper for receptive knowledge of form of18 target collocations in post-test
Appendix Ⅵ Test paper for productive knowledge of form and meaning of18 targetcollocations in pot-test
Appendix Ⅶ Test paper for receptive knowledge of meaning of18 target collocations inpost-test
Acknowledgement
The list of the research papers published by author


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硕士论文
[1]强化性语言输入和语言输出对词汇搭配习得的影响[D]. 孔祥信.苏州大学 2013
[2]教材中的词汇输入频率对二语词汇习得的影响[D]. 王镭.南京师范大学 2008



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