任务诱发的投入量对二语词汇习得的影响

发布时间：2018-04-29 14:39

本文选题：“投入量假设” + “预设投入量”　；参考：《南京师范大学》2012年硕士论文

【摘要】：“投入量假设”由LauferHulstijn于2001年提出,至今已逾十年。十年间,该假设引起界内广泛关注,主要原因在于它采用“投入量”的概念将学习者的认知努力量化,使研究者有可能通过实证研究揭示不同阅读任务对词汇习得的影响。假设认为,一项阅读任务引发的投入量越高,对词汇学习的促进作用越好。研究者们就此开展了许多实验,试图证实这一假说,然而,由于研究设计的差异和“投入量假设”本身缺陷的综合作用,迄今仍无统一结论。因此,本文旨在探究由阅读任务引发的“预设投入量”、学习者完成任务时的“实际投入量”以及二语词汇学习结果三者之间的关系,从而找出“投入量假设”无法得到验证的根本原因。具体研究问题如下：(1)“预设投入量”与“实际投入量”一致吗?(2)“预设投入量”能有效预测词汇习得结果吗?(3)“实际投入量”能有效预测词汇习得结果吗? 研究结果表明：(1)“预设投入量”与“实际投入量”不一致,前者显著高于后者,尤其表现在“投入量”认知维度的两个因素,即“搜索”和“评价”上；(2)“预设投入量”不能有效预测词汇习得结果,无论在即时词汇测试还是延时词汇测试中,完成具有较高“预设投入量”阅读任务的受试并不一定比完成具有较低“预设投入量”阅读任务的受试表现更好；(3)“实际投入量”与词汇习得结果呈显著正相关,学习者在阅读任务中的实际投入量越高,其词汇初始习得效果越好,但这种优势并不能延续到延时后测中。本研究的发现对于教学有某些启示意义。首先,由于学习者在阅读任务中投入越多、词汇习得效果越好,有必要设计具有高投入量的阅读任务,引发其更多的投入,以促进重要词汇的习得。其次,在设计任务的基础上,教师还应对学习者的内部认知活动多加关注,使得“预设投入量”尽可能多地实现。此外,对新习得词汇进行经常性复习对其长久保持有重要作用。
[Abstract]:The input load hypothesis was proposed by LauferHulstijn in 2001. It has been more than ten years. During the past ten years, the hypothesis has attracted wide attention, mainly because it uses the concept of "involvement load" to quantify learners' cognitive efforts, which makes it possible for researchers to reveal the impact of different reading tasks on vocabulary acquisition through empirical research. Suppose that the higher the amount of input caused by a reading task, the better the promotion of vocabulary learning. Many experiments have been carried out to confirm this hypothesis. However, due to the differences in design and the combined effect of the defects of the "input load hypothesis" itself, there is still no uniform conclusion. Therefore, the purpose of this study is to explore the relationship between the "presupposition input" induced by reading tasks, the "actual involvement load" when learners complete the tasks and the results of second language vocabulary learning. Thus, we can find out the fundamental reason why the input load hypothesis can not be verified. The specific research questions are as follows: (1) is "presupposition involvement load" consistent with "actual involvement load"? (2) can "presupposition involvement load" effectively predict vocabulary acquisition results? (3) can "actual involvement load" effectively predict vocabulary acquisition results? The results show that the "presupposition involvement load" is not consistent with the "actual involvement load", and the former is significantly higher than the latter, especially the two factors in the cognitive dimension of "involvement load". In other words, "search" and "evaluation" can not effectively predict the result of vocabulary acquisition, whether in the immediate vocabulary test or in the delayed vocabulary test. (3) there was no significant positive correlation between the "actual involvement load" and the vocabulary acquisition results in the subjects who completed the reading tasks with higher presupposition involvement load than those who completed the reading tasks with the lower presupposition involvement load. (3) there was a significant positive correlation between the actual involvement load and the vocabulary acquisition results of the subjects who completed the reading tasks with a higher presupposition involvement load. The higher the actual involvement load in the reading task, the better the initial vocabulary acquisition effect, but this advantage can not be extended to the delayed post-test. The findings of this study have some implications for teaching. First of all, because the learners invest more in reading tasks, the better the vocabulary acquisition effect is, it is necessary to design the reading tasks with high involvement load to stimulate their more investment in order to promote the acquisition of important vocabulary. Secondly, on the basis of designing tasks, teachers should pay more attention to the learners' internal cognitive activities so as to realize as much as possible. In addition, regular review of newly acquired vocabulary plays an important role in maintaining it for a long time.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H09

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