不同的注意任务对阅读中词汇习得的影响

发布时间：2024-03-16 11:47

　　词汇习得一直以来都是二语习得的重要组成部分。随着Schmidt提出了“注意假设”,许多研究者开始把研究投向于如何通过教学方法提升学习者对词汇或语言形式的注意,进而促进学习者对词汇和语言形式的习得。同时,这也为二语习得的研究和发展提供了一个新的视角。 本研究在“注意假设”的基础上,从认知和心理学的角度分析二语词汇习得。通过实验比较了输入强化,口语输出和书面输出这三种提升注意的教学方法在阅读中对词汇习得的影响,希望能对二语词汇学习和教学有所帮助。 本研究试图回答以下三个问题: 1.两组输出任务组(口语输出和书面输出)是否比输入强化任务组更有利于词汇习得? 2.在及时测试(短时记忆)中,口语输出任务组和书面输出任务组之间在习得新词汇方面是否有显著的差异? 3.是否是输出任务组,尤其是书面输出任务更有利于被试在长时记忆中记忆更多的词汇? 本研究的被试来自于江西师范大学国际交流学院英语专业大一年级的90名英语专业学生,他们被分成了输入强化组,口语输出组和书面输出组三个实验组。对本实验所产生的数据采用了方差分析和配对T检验进行分析,得出的主要结论如下: 1.通过学生在阅读材料后完成不同的任务,发现...

【文章页数】：80 页

【学位级别】：硕士

【文章目录】：
Abstract
中文摘要
Chapter 1 Introduction
    1.1 Background of the Present Research
    1.2 Significance and Purpose of the Present Study
    1.3 The Structure of the Thesis
Chapter 2 Literature Review
    2.1 Noticing and Second Language Acquisition
        2.1.1 The Definition of Noticing
            2.1.1.1 Schmidt’s Definition of Noticing
            2.1.1.2 Tomlin and Villa’s Definition of Noticing
            2.1.1.3 Robinson’s Definition of Noticing
        2.1.2 Schmidt’s Noticing Hypothesis
        2.1.3 Factors Influencing Noticing
    2.2 SLA Input and Noticing
        2.2.1 Krashen’s Input Hypothesis
        2.2.2 Limitations of Comprehensible Input
        2.2.3 Input Enhancement
    2.3 SLA output and Noticing
        2.3.1 The Definition of Comprehensible Output
        2.3.2 Swain’s Comprehensible Output Hypothesis
        2.3.3 Output and Noticing
    2.4 Cognitive and Psychological Considerations in Vocabulary Learning
        2.4.1 Levels of Processing
        2.4.2 Involvement Load Hypothesis
    2.5 Studies on Different Noticing Tasks
        2.5.1 Studies Abroad
        2.5.2 Studies At Home
Chapter 3 Methodology
    3.1 Research Questions
    3.2 Subjects
    3.3 Instruments
        3.3.1 Tasks
        3.3.2 Materials
        3.3.3 Target Words
        3.3.4 Distraction Words
    3.4 Procedures
    3.5 Data Collection
        3.5.1 Pretest
        3.5.2 Two Posttests
    3.6 Date Analysis
Chapter 4 Results and Discussion
    4.1 Results of Immediate Posttest and Delayed Posttest
        4.1.1 Results of Immediate Posttest
        4.1.2 Results of Delayed Posttest
    4.2 Results from the Comparison
    4.3 The Acquisition of New Words of Each Group
    4.3 Discussion
        4.3.1 Discussion of Research Question 1
        4.3.2 Discussion of Research Question 2
        4.3.3 Discussion of Research Question 3
        4.3.4 Vocabulary Retention
            4.3.4.1 The Psychological Factors
            4.3.4.2 The Linguistic Factors
Chapter 5 Conclusions
    5.1 Major Findings
    5.2 Pedagogical Implications
    5.3 Limitations
    5.4 Recommendations for Further Research
Reference
Appendix Ⅰ Reading Comprehension Passage
Appendix Ⅱ Task 1: Input Enhancement
    Task 1: Reading comprehension
Appendix Ⅲ Task 2: Oral Output
    Task 2: Oral Interpretation
Appendix Ⅳ Task 4: Written Output
    Task 3: Translation
Appendix Ⅴ Pretest
Appendix Ⅵ Posttest
Acknowledgements
在读期间公开发表论文（著）及科研情况



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