附带习得与有意学习结合对高中生词汇学习的影响研究

发布时间：2017-12-28 04:22

本文关键词：附带习得与有意学习结合对高中生词汇学习的影响研究　出处：《曲阜师范大学》2016年硕士论文　论文类型：学位论文

【摘要】：在二语词汇习得方式中,附带习得与有意学习两种方式备受关注。大量研究表明,附带习得是词汇习得的重要方式,它为词汇习得提供丰富的语境信息并且学习过程以学生为中心,有利于发挥学生的主体地位。但附带习得也存在一定局限性,如:词汇习得效率偏低、词义推测困难、目标词易被忽略。为了弥补这些不足,一些研究者提出增加有意学习能够提高对目标词的注意和理解,从而促进词汇习得。由此,附带习得和有意学习相结合的词汇习得方式应运而生。本文以高中生为对象,研究附带习得与有意学习相结合的方式对词汇习得的影响,并进一步比较两种不同结合方式的效果。本研究以山东某所高中122名高一学生为受试,并将其分为三组,采用不同的词汇习得方式。组一采用附带习得方式(阅读两篇主题相关、含有相同10个目标词的文章);组二采用附带习得与有意学习相结合的方式(阅读文章后增加词汇练习活动);组三同样采用附带习得与有意学习相结合的方式,但与组二不同(阅读同一篇文章后增加用目标词写作活动)。完成后,随即运用改进后的词汇知识量表(VKS)对受试就10个目标词的掌握情况进行即时后测,一周后进行延时后测,运用统计软件SPSS 17.0对所得数据进行单因素方差分析、多重分析和配对样本T检验。此外,笔者对随机挑选出来的12名受试进行了半结构式访谈,并对录音资料进行转写和分析。研究结果显示,第一,在即时测试中,两种习得方式相结合显著优越于单一的附带习得方式。其中,读后增加词汇练习活动优越于读后增加写作活动,具有更好的词汇习得效果。第二,在延时测试中,两种习得方式相结合具有显著优势,并且读后增加词汇练习活动取得了更好的词汇保持效果(保持率达到93%)。第三,就接受性和产出性知识习得而言,在两次测试中,两种习得方式相结合更具优势。其中,读后增加词汇练习活动获得了更高的习得率,在两次测试中,分别达到36%(接受性知识)、21%(产出性知识)和23%(接受性知识)、15%(产出性知识)。根据访谈,学生认为在单一的附带习得中难以注意目标词;读后增加词汇练习活动能加强对目标词的注意,并有助于词义推测;读后增加写作活动能加强对目标词注意,但活动有一定难度。根据研究结果,教师可以采取附带习得与有意学习相结合的方式进行词汇教学。老师可以通过附带习得为学生提供语境信息,并在此基础上增加难度适中、学生易于接受的有意学习活动来激发学生的词汇学习兴趣。同时本研究也存在一些局限性,如:研究对象数量及范围较小,阅读材料进行了人为干预,两次后测时间间隔较短。今后的研究可通过扩大研究数量和范围,采用更真实的阅读材料,延长后测时间间隔等方法弥补这些不足。
[Abstract]:In the two language vocabulary acquisition, two ways of incidental acquisition and intentional learning have attracted much attention. A large number of studies have shown that incidental learning is an important way of vocabulary acquisition. It provides rich contextual information for vocabulary acquisition, and the learning process is student centered, which helps to play the dominant role of students. However, there are some limitations in incidental acquisition, such as low efficiency of vocabulary acquisition, difficult meaning of word meaning, and easy neglect of target words. In order to make up for these shortcomings, some researchers suggest that increasing intentional learning can improve the attention and understanding of target words so as to promote vocabulary acquisition. Thus, the combination of incidental and intentional learning has emerged as the times require. This paper takes senior high school students as an example to study the influence of incidental acquisition and intentional learning on vocabulary acquisition, and further compares the effects of two different combinations. This study took 122 senior high school students in a high school in Shandong as subjects and divided them into three groups, using different vocabulary acquisition methods. A group of the incidental way (read two themes, with the same 10 target words; group two article) by incidental and intentional learning combination (after reading to increase vocabulary practice activities); group three using the same way of incidental and intentional learning combination, but with two different groups (read the same article after the increase with the target words writing activities). After the completion, then use the vocabulary knowledge scale revised (VKS) of subjects were immediately grasp the 10 target words after the test, a week after the delayed post test, using SPSS 17 statistical software was used for data analysis of single factor variance analysis and multiple analysis and paired samples T test. In addition, the author of the randomly selected 12 subjects conducted semi-structured interviews and analysis of data recording and transcription. The results show that, first, in instant testing, the combination of the two acquisition methods is significantly superior to a single incidental acquisition. Among them, the increase of vocabulary exercises after reading is superior to the addition of writing activities after reading, and has a better effect on vocabulary acquisition. Second, in the delay test, the combination of the two acquisition methods has a significant advantage. After reading, increasing vocabulary training activities has achieved a better vocabulary retention effect (retention rate of 93%). Third, in terms of the acquisition of receptive and productive knowledge, in the two test, the combination of two acquisition methods is more advantageous. Among them, increased vocabulary training activities after reading increased a higher rate of acquisition. In the two test, 36% (receptive knowledge), 21% (productive knowledge), 23% (receptive knowledge) and 15% (productive knowledge) were obtained. According to interviews, students think it difficult to pay attention to target words in single incidental acquisition. After reading, increasing vocabulary exercises can enhance the attention of target words and help to guess the meaning of words. After reading, increasing writing activities can enhance the attention of target words, but activities are difficult. According to the results of the study, teachers can take incidental acquisition and intentional learning in the way of vocabulary teaching. Teachers can provide contextual information for students by incidental learning, and on the basis of this, add moderate learning activities that students are easy to accept to stimulate students' interest in vocabulary learning. At the same time, there are some limitations in this study, such as: the number and scope of the research object is small, the reading material is intervened artificially, and the time interval of the two post test is short. The future research can make up for these shortcomings by expanding the number and scope of the study, using more real reading materials and prolonging the time interval of the post test.
【学位授予单位】：曲阜师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.4

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