写作输出类型与二语词汇附带习得
发布时间：2018-08-13 08:45
【摘要】：词汇在语言学习中的重要地位不言而喻。作为语言最基本的组成部分，词汇一直被认为是语言学习的基础。自从Swain(1985，1995)提出可理解性输出假设后，学者们在语言输出是否可以促进二语词汇附带习得方面的实证研究不胜枚举且从未间断。大量的实证研究结果表明口头输出或者书面输出对二语词汇附带习得有促进作用。但是，很少有研究探讨不同书面输出任务是否会对二语产出性词汇附带习得产生不同的影响。以中国学生作为参与者的研究更是少之又少。本研究旨在探讨书面复述输出任务和书面写作输出两种不同的书面输出任务对提高产出性词汇附带习得的影响。 来自山东财经大学的80名大二学生参与了本次实证研究。两个自然班的学生被随机地分成两个不同的实验组，并执行两种不同的书面输出任务。本次实验包括四个部分：前测，实验，即时后侧和两次后测。不参加实验处理的20名大二学生参加了先导性测试，通过测试他们选择出本实验所用的10个目标词。通过对参与者进行前测，发现他们的词汇量水平在实验前处于同一水平。然后实验参与者在阅读了笔者准备的文章后，，执行了不同的书面输出任务。实验处理后所有参与者分别在一周后和四周后接受了两次词汇后测，并将测试数据进行分析。本研究的出的结论是:(1)书面输出任务有助于参与者产出性词汇的附带习得。(2)书面复述任务和写作任务对产出性词汇附带习得的影响具有显著性差异。 本研究结果与前人关于语言输出可以促进二语词汇附带习得的实证研究结论相符。本实证研究发现书面复述任务和书面写作任务对二语词汇附带习得具有不同的促进作用。然后笔者主要从实证的任务要求，学习者注意力资源分配以及认识力的角度对本研究的结论进行了讨论。最后结论部分，笔者讨论了本实证研究的教学意义和不足之处，并对未来研究提出了建议。
[Abstract]:The importance of vocabulary in language learning is self-evident. As the most basic part of language, vocabulary has always been regarded as the basis of language learning. Since Swain (1985 / 1995) proposed the comprehensible output hypothesis, there have been numerous and uninterrupted empirical studies on whether language output can promote incidental second language vocabulary acquisition. A large number of empirical studies have shown that oral output or written output can promote incidental second language vocabulary acquisition. However, few studies have explored whether different written output tasks have different effects on incidental second language output vocabulary acquisition. The study of Chinese students as participants is even less. The purpose of this study is to explore the effects of two different written output tasks, written retelling and written output, on the incidental acquisition of productive vocabulary. Eighty sophomores from Shandong University of Finance and Economics participated in the empirical study. The students of the two natural classes were randomly divided into two different experimental groups and performed two different written output tasks. The experiment consists of four parts: pre-test, experiment, immediate posterior test and two posttest. Twenty sophomores who did not take part in the experiment participated in the pilot test and selected the 10 target words used in the experiment. By pre-testing participants, their vocabulary level was found to be at the same level before the experiment. The participants then performed different written output tasks after reading the article prepared by the author. After the experiment, all the participants were tested twice after one week and four weeks, and the test data were analyzed. The conclusions of the present study are as follows: (1) written output tasks contribute to incidental acquisition of productive vocabulary; (2) there are significant differences in the effects of written retelling tasks and writing tasks on incidental acquisition of productive vocabulary. The results of this study are consistent with previous empirical findings that language output can promote incidental second language vocabulary acquisition. This empirical study finds that written retelling task and written writing task have different effects on incidental second language vocabulary acquisition. Then the author discusses the conclusions of this study from the perspective of empirical task requirements, learners' attention resource allocation and cognitive ability. Finally, the author discusses the teaching significance and deficiency of this empirical study, and puts forward some suggestions for future research.
【学位授予单位】：山东财经大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：H09
本文编号：2180462
[Abstract]:The importance of vocabulary in language learning is self-evident. As the most basic part of language, vocabulary has always been regarded as the basis of language learning. Since Swain (1985 / 1995) proposed the comprehensible output hypothesis, there have been numerous and uninterrupted empirical studies on whether language output can promote incidental second language vocabulary acquisition. A large number of empirical studies have shown that oral output or written output can promote incidental second language vocabulary acquisition. However, few studies have explored whether different written output tasks have different effects on incidental second language output vocabulary acquisition. The study of Chinese students as participants is even less. The purpose of this study is to explore the effects of two different written output tasks, written retelling and written output, on the incidental acquisition of productive vocabulary. Eighty sophomores from Shandong University of Finance and Economics participated in the empirical study. The students of the two natural classes were randomly divided into two different experimental groups and performed two different written output tasks. The experiment consists of four parts: pre-test, experiment, immediate posterior test and two posttest. Twenty sophomores who did not take part in the experiment participated in the pilot test and selected the 10 target words used in the experiment. By pre-testing participants, their vocabulary level was found to be at the same level before the experiment. The participants then performed different written output tasks after reading the article prepared by the author. After the experiment, all the participants were tested twice after one week and four weeks, and the test data were analyzed. The conclusions of the present study are as follows: (1) written output tasks contribute to incidental acquisition of productive vocabulary; (2) there are significant differences in the effects of written retelling tasks and writing tasks on incidental acquisition of productive vocabulary. The results of this study are consistent with previous empirical findings that language output can promote incidental second language vocabulary acquisition. This empirical study finds that written retelling task and written writing task have different effects on incidental second language vocabulary acquisition. Then the author discusses the conclusions of this study from the perspective of empirical task requirements, learners' attention resource allocation and cognitive ability. Finally, the author discusses the teaching significance and deficiency of this empirical study, and puts forward some suggestions for future research.
【学位授予单位】：山东财经大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：H09
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