词汇附带习得中任务含量的实证研究

发布时间：2019-02-28 11:34

【摘要】：词汇在外语学习中的重要性已广为认可。而且，词汇习得的问题在二语教学和研究中受到越来越多的重视。许多学习者和研究者发现词汇附带习得是一种有效的词汇习得方式。词汇附带习得是相对于刻意学习而言的。有很多学者对词汇附带习得进行了研究，发现了影响词汇附带习得的各种因素。Laufer和Hustijin在2001年提出了“投入量假说(Involvement Load Hypothesis)”，，并且提出了任务承载含量模型(Task Involvement Component Model)。该模型包括三个对词汇附带习得具有有效促进作用的要素：需要(need)，查询(search)和评判(evaluation)。基于先前的大量实证研究以及Laufer和Hustijin的模型，本研究对任务承载含量模型进行了补充，提出了对词汇附带习得具有显著促进作用的另外两个因素：推断和生成。为了验证这两项因素是否对词汇附带习得具有显著的促进作用，本研究提出了如下三个实验假设：假设一：推测能显著地促进词汇习得。假设二：生成能显著地促进词汇习得。假设三：生成对词汇的促进作用比推测更为显著。基于以上研究假设，本研究设计并实施了含有10个目标词的三项不同的任务。任务一涉及最小量的推测（阅读理解同时提供目标词的汉语解释），任务二是关于最大量的推测（阅读理解但不提供目标词的汉语解释），任务三涉及的是生成（用目标词造句）。实验对象为河北农业大学海洋学院专科英语的三个自然班，人数分别为30,31和30。在正常上课时间将三项任务随即分给三个班。三项任务完成之后，在未告知的情况下，对受试进行目标词的即时词汇测试以检测对其目标词接受性知识和产出性知识的掌握。一周之后又对受试进行延时词汇测试。将收集到得所有原始数据用社科研究统计软件包（SPSS16.0）进行统计分析。实验和数据分析结果印证了实验假设：推测和生成对词汇习得都有显著的促进作用，而且生成的作用更强于推测。通过该实验研究，新的投入量模型就初步建成了。它包括五个对词汇习得具有显著促进作用的因素：需要，查询，评判，推测和生成。新模型可用来分析不同的任务承载含量。本研究对二语习得具有理论意义和实践意义。但是由于时间和其他客观条件所限，本研究也有一定的局限和不足。但是，本研究为未来的研究提供了初步的建议，同时也为现行的词汇教学设计提供了借鉴。
[Abstract]:The importance of vocabulary in foreign language learning has been widely recognized. Moreover, more and more attention has been paid to vocabulary acquisition in second language teaching and research. Many learners and researchers have found that incidental vocabulary acquisition is an effective way of vocabulary acquisition. Incidental vocabulary acquisition is relative to deliberate learning. Many scholars have studied incidental vocabulary acquisition and found various factors that influence incidental vocabulary acquisition. Laufer and Hustijin put forward the "input-quantity hypothesis (Involvement Load Hypothesis)" in 2001, and put forward the task-bearing content model (Task Involvement Component Model). The model includes three elements that are effective in facilitating incidental vocabulary acquisition: the need for (need), query (search) and the evaluation of (evaluation). Based on a large number of previous empirical studies and Laufer and Hustijin models, this study complements the task-bearing content model, and proposes two other factors that promote incidental vocabulary acquisition significantly: inference and generation. In order to verify whether these two factors have a significant effect on incidental vocabulary acquisition, this study proposed three experimental hypotheses as follows: hypothesis 1: conjecture can significantly promote vocabulary acquisition. Hypothesis 2: generation can significantly promote vocabulary acquisition. Hypothesis 3: the stimulative effect of generation on vocabulary is more significant than conjecture. Based on the above assumptions, this study designed and implemented three different tasks with 10 target words. Task one deals with a minimum of speculation (Chinese interpretation of the target word with reading comprehension), and task two is about the largest number of conjectures (Chinese interpretation of reading comprehension but not providing target words). Task 3 deals with generation (construction of sentences with target words). The subjects were 30, 31 and 30, respectively, of the three nature classes in College of Oceanography, Hebei Agricultural University. Divide the three tasks into three classes during normal school hours. After the completion of the three tasks, the subjects were tested with real-time vocabulary tests of the target words without informing them to detect the mastery of the receptive and productive knowledge of the target words. A week later, the subjects were tested for delayed vocabulary. All the original data will be collected and analyzed by social science research statistical software package (SPSS16.0). The results of experiment and data analysis confirm the hypothesis that conjecture and generation can promote vocabulary acquisition significantly, and the effect of generation is stronger than that of conjecture. Through the experimental study, a new input model has been established. It includes five factors that contribute significantly to vocabulary acquisition: need, query, judgment, conjecture and generation. The new model can be used to analyze different task load content. This study is of theoretical and practical significance to second language acquisition. However, due to the limitations of time and other objective conditions, this study also has some limitations and deficiencies. However, this study provides preliminary suggestions for future research, and also provides a reference for the current vocabulary teaching design.
【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H09

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