阅读任务对高中生英语词汇附带习得的影响研究

发布时间：2018-06-09 06:29

本文选题：词汇附带习得 + 阅读任务　；参考：《南京师范大学》2017年硕士论文

【摘要】：本研究基于投入量假设,以任务设置的投入量和任务类型为切入点,旨在考察任务诱发的投入量和任务类型对高中生词汇附带习得的影响,同时针对投入量假设存在的不足探寻改进措施,为二语词汇教学提供一些启示。具体的研究问题如下:(1)不同投入量的阅读任务对高中生词汇附带习得的效果有何影响?(2)在词汇的即时记忆和延时记忆方面,不同类型的阅读任务(理解型与产出型)对高中生词汇附带习得的影响有何差异? (3)从高中英语教学角度,如何完善投入量假设?研究以南京市某高中一年级三个平行班级的学生为被试,分为三个平行实验组,分别完成三种不同的阅读任务:阅读理解选择题,查词典并填空,以及回答与阅读内容有关的问题。随后进行即时词汇习得测试并在一周以后进行延时词汇测试。运用定量分析和定性分析相结合的方法对所收集的数据进行处理分析。研究结果表明:(1)投入量高的阅读任务比投入量低的阅读任务更好地促进词汇的即时习得和延时记忆,但均不能引起较好的附带习得词汇的保持效果;(2)投入量相同,理解型的阅读任务和产出型的阅读任务对于词汇即时习得的影响无显著差异,但产出型任务对于词汇延时记忆的影响明显优于理解型任务;(3)在高中英语词汇教学中,投入量假设的运用需综合考虑词汇本体因素、学习者因素以及任务类型等因素的影响;投入量的“搜索”要素可进一步完善其内涵。由此得出启示:(1)教师应尽可能多地提供可理解性输入;(2)设计不同投入量、不同类型的阅读任务,促进各类词汇的附带习得;(3)注重附带习得词汇的复习巩固。
[Abstract]:Based on the involvement load hypothesis, this study aims to investigate the impact of task-induced involvement load and task type on incidental vocabulary acquisition of senior high school students. At the same time, aiming at the deficiency of the input load hypothesis, this paper explores the improvement measures, and provides some enlightenment for the second language vocabulary teaching. The specific research questions are as follows: (1) the effect of reading tasks with different input loads on incidental vocabulary acquisition of high school students? (2) in terms of instant and delayed vocabulary memory, How do different types of reading tasks (comprehension type and output type) affect incidental vocabulary acquisition of senior high school students? (3) how to improve the involvement load hypothesis from the perspective of English teaching in senior high school? In this study, the students of three parallel classes in a senior high school in Nanjing were divided into three parallel experimental groups and completed three different reading tasks: reading comprehension multiple choice questions, reading dictionaries, and filling in the blanks. And answering questions related to the content of the reading. Then an instant vocabulary acquisition test was performed and a delayed vocabulary test was conducted a week later. Quantitative analysis and qualitative analysis are used to process and analyze the collected data. The results showed that the reading tasks with high involvement load promoted vocabulary acquisition and delayed memory better than those with low involvement load, but none of them could lead to better retention effect of incidental vocabulary. There is no significant difference between comprehension reading task and output reading task in vocabulary acquisition, but the effect of output task on vocabulary delayed memory is better than that of comprehension task in English vocabulary teaching in senior high school. The application of involvement load hypothesis needs to consider the influence of lexical ontology factors, learner factors and task types, and the "search" element of involvement load can further improve its connotation. It is concluded that: (1) Teachers should provide comprehensible input as much as possible) design different input load, different types of reading tasks, promote incidental acquisition of all kinds of vocabulary and pay more attention to the revision and consolidation of incidental vocabulary.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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