不同注释方式对初中生阅读中词汇附带习得的影响研究

发布时间：2018-06-25 23:43

本文选题：初中生 + 英语阅读　；参考：《上海师范大学》2016年硕士论文

【摘要】：“词汇是语言基本的组成部分,在此基础之上才能形成更大的结构单位,比如句子,段落,最终形成一整篇文章”。但是,对于许多英语学习者来说,词汇是学习过程中主要的困难之一。主要有两种词汇学习方式,即有意词汇学习和词汇附带习得。后者现已成为国内外研究者的研究热点。许多关于阅读中词汇附带习得的研究都证明不论是一语生词还是二语生词都可以通过词汇附带习得来掌握,而给生词添加注释则是一种有效的文本输入增强手段。近几年,阅读中不同注释方式对词汇附带习得的影响研究越来越国内研究者的关注,但何种注释语言和注释方式最有利于阅读中的词汇附带习得仍然没有一致的结论。本研究以心理词汇模型理论、加工层次理论和投入量假说为理论依据,针对以三种注释方式为变量而产生的不同的词汇附带习得效果设计了实验:选取上海市一所中学三个平行班的初二学生为实验对象,从中选出词汇量基本在同一水平的65名学生受试,他们被分为三组,分别阅读带有三种不同注释方式的同一篇文章,文章中有加粗的8个目标词,阅读后进行一个针对目标词的即时词汇测试和针对注释方式个人喜好的问卷调查,一周之后进行延时测试。本实验的目的在于研究究竟哪种注释方式最有利于阅读中的词汇附带习得,并且试图回答以下研究问题:1.在三种注释方式中哪种注释方式最受初中生喜欢?2.在即时测试中对于初中生哪种注释方式最有利于阅读中的词汇附带习得?3.延时测试中哪种注释方式最有利于附带习得的词汇保持?实验结果表示:汉英注释最受学生欢迎,在即时测试和延时测试中汉语注释和汉英注释都比英语注释更利于词汇附带习得。虽然中英注释组的均值略高于中文注释组,但数据结果显示中文注释和中英注释对词汇保持效果的区别不显著。本文对英语教学主要有以下有意的启示:首先,英语学习者应当把词汇置于重要地位,学会利用词汇附带习得的方式掌握词汇并选择适合自己的阅读材料。其次,英语教师在教学中应强调词汇教学,指导学生养成通过在阅读中进行词汇附带习得来扩大词汇量的习惯。同时,阅读后,教师应适当设计针对目标词汇的的练习以促进学生对目标词汇的加工。最后,对于英语读物编者来说,应当将生词率控制在合理的范围,设置不同的注释方式以满足不同读者的需求。
[Abstract]:Vocabulary is the basic part of language, and on this basis can form larger structural units, such as sentences, paragraphs, and eventually form an entire article. However, for many English learners, vocabulary is one of the main difficulties in the learning process. There are two main ways of vocabulary learning: intentional vocabulary learning and incidental vocabulary acquisition. The latter has become the research hotspot of researchers at home and abroad. Many studies on incidental vocabulary acquisition in reading have proved that both primary and second language words can be mastered by incidental vocabulary acquisition, and adding annotations to new words is an effective means of text input enhancement. In recent years, researchers have paid more and more attention to the influence of different forms of annotation on incidental vocabulary acquisition. However, there is still no consistent conclusion as to which annotation language and mode of annotation are most beneficial to incidental vocabulary acquisition in reading. This study is based on the psychological lexical model theory, the processing level theory and the involvement load hypothesis. The experiment was designed to study the different incidental vocabulary acquisition effects caused by three kinds of annotation methods: the second grade students of three parallel classes in a middle school in Shanghai were selected as the subjects of the experiment. They were divided into three groups. They read the same article with three different kinds of annotation methods. There were 8 target words in the text. After reading, an instant vocabulary test for target words and a questionnaire for personal preferences of annotated words were conducted, followed by a delayed test one week later. The purpose of this study is to find out which annotation is the most beneficial to incidental vocabulary acquisition in reading and try to answer the following question: 1. Which of the three annotation modes is the most popular among junior high school students. In the instant test, which kind of annotation is the most beneficial to incidental vocabulary acquisition in reading for junior high school students. Which annotation method is most beneficial to incidental vocabulary retention in delayed testing? The experimental results show that Chinese and English annotations are most popular among students and that both Chinese and English annotations are more favorable to incidental vocabulary acquisition than English ones in both the instant test and the delay test. Although the mean value of the Chinese and English annotation group is slightly higher than that of the Chinese annotation group, the data show that there is no significant difference between the Chinese annotation and the English annotation on the vocabulary retention effect. The main implications of this paper are as follows: first, English learners should put vocabulary in an important position, learn to master vocabulary by incidental vocabulary acquisition and choose appropriate reading materials. Secondly, English teachers should emphasize vocabulary teaching in order to guide students to form the habit of expanding vocabulary through incidental vocabulary acquisition in reading. At the same time, after reading, teachers should design appropriate exercises for target vocabulary to promote students' processing of target vocabulary. Finally, for the editors of English reading materials, we should keep the rate of new words within a reasonable range and set up different annotation methods to meet the needs of different readers.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

【相似文献】