话题熟悉度、篇章视觉词汇量、句法知识和阅读水平对英语学习者词汇附带习得的影响研究
发布时间：2018-11-10 17:44
【摘要】：语言学家和教育学者们对二语词汇附带习得进行大量的理论描述和实证研究。二语词汇附带习得的前期诸多研究,基本上以输入-输出假设和投入量假设为理论基础,尤其是后者。二语研究者探究很多可能影响二语词汇附带习得的因素,如任务设计、文本特征、语境等。前期研究通过设计各种阅读附带的词汇学习的任务,以及纳入不同的调节变量(如词汇量大小和语言水平)探讨了输入-输出假说和任务诱发的投入量对二语词汇习得的解释力。但是鲜有研究从学习者角度去关注二语词汇附带习得。此外,前人的大多数研究探讨了影响二语词汇附带习得的某一个或两个因素,而仅有少数研究探讨了不同因素如何交互影响二语词汇附带习得。基于此,本研究采用实证研究方法试图从学习者自身角度出发,以图示理论、有限能力假设和“聚焦充实”假设等为理论基础,更加全面地探究话题熟悉度、篇章视觉词汇量、句法知识和二语阅读水平对二语词汇附带习得的影响。具体包括以下问题:1.话题熟悉度、篇章视觉词汇量、句法知识和二语阅读水平是否对二语词汇附带习得产生预测力?2.话题熟悉度、篇章视觉词汇量、句法知识和二语阅读水平对二语词汇附带习得的贡献力差异如何?本研究的受试来自南京工业大学两个自然班的82名非英语专业一年级学生。所有受试在课堂上接受了话题熟悉度问卷调查,篇章视觉词汇量测试、句法知识测试和二语阅读理解测试。在此之后,受试被要求完成二语词汇知识习得测试。话题熟悉度问卷调查测试受试对所选阅读材料的熟悉程度。篇章视觉词汇量测试对所选阅读材料中非目标词的了解情况。句法测试由多项选择题、完形填空题和改错题三部分组成,衡量受试的语法和语篇知识。受试的二语阅读水平根据受试参加英语阅读理解测试的成绩来测定。二语即时测试的成绩则记为二语词汇知识的习得。多元线性回归分析结果如下:1.话题熟悉度、篇章视觉词汇量和二语阅读水平对二语词汇附带习得有显著预测力(p.05,R2=.234);而句法知识对二语词汇附带习得没有预测力(p.05)。2.篇章视觉词汇量对二语词汇附带习得的预测力高于话题熟悉度和二语阅读水平,因而,篇章视觉词汇量是影响二语词汇习得的最显著因素(部分相关系数为.253),而句法知识仍是对二语词汇习得没有预测力(p.05)。本研究具有重要的理论和教学意义。本研究的理论意义在于可理解输入假说、图示理论、有限能力假设和“聚焦、充实”假说得到了研究结果的证实。此外,基于投入量假设的任务设计,也同样需要考虑到学习者本身诸多因素的制约。在教学法上,本研究也为二语教师提供如何扩大和提高学习者词汇知识方面提供有益的启示。一方面,教师应引导学生适当进行广泛和大量地阅读,以此扩大词汇量和丰富词汇知识;另一方面,在阅读教学指导过程中,二语教师应选择与二语阅读者水平相适应的阅读材料进行教学,由此激发学生的学习兴趣,此外,适当引导学生如何依据语境线索及上下文推测词义。
[Abstract]:The linguists and the educational scholars have carried out a lot of theoretical and empirical research on the two-language vocabulary. The pre-study of the two-language vocabulary is based on the input-output hypothesis and the input hypothesis as the theoretical basis, especially the latter. The two-language researchers explored many factors that might affect the incidental learning of the two-language vocabulary, such as task design, text features, context, and so on. In the early stage, the author discusses the input-output hypothesis and the input of the task-induced input-output hypothesis and the interpretation of the two-language vocabulary learning by designing the task of reading the incidental vocabulary learning and the different adjustment variables (such as the vocabulary size and the language level). But there is little research to learn from the learner's point of view of the two-language vocabulary. In addition, most of the previous studies have explored one or two factors that affect the incidental learning of the two-language vocabulary, and only a few studies have explored how different factors interact with the two-language vocabulary. On the basis of this, the present study uses the empirical research method to study the topic familiarity and the text visual vocabulary based on the theory, the limited ability hypothesis and the 鈥渇ocus and enrichment鈥，
本文编号：2323140
[Abstract]:The linguists and the educational scholars have carried out a lot of theoretical and empirical research on the two-language vocabulary. The pre-study of the two-language vocabulary is based on the input-output hypothesis and the input hypothesis as the theoretical basis, especially the latter. The two-language researchers explored many factors that might affect the incidental learning of the two-language vocabulary, such as task design, text features, context, and so on. In the early stage, the author discusses the input-output hypothesis and the input of the task-induced input-output hypothesis and the interpretation of the two-language vocabulary learning by designing the task of reading the incidental vocabulary learning and the different adjustment variables (such as the vocabulary size and the language level). But there is little research to learn from the learner's point of view of the two-language vocabulary. In addition, most of the previous studies have explored one or two factors that affect the incidental learning of the two-language vocabulary, and only a few studies have explored how different factors interact with the two-language vocabulary. On the basis of this, the present study uses the empirical research method to study the topic familiarity and the text visual vocabulary based on the theory, the limited ability hypothesis and the 鈥渇ocus and enrichment鈥，
本文编号：2323140
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