不同输入强化对高中生英语阅读中词汇习得的实证研究

发布时间：2021-03-29 12:52

　　词汇作为英语教学的基石,在英语教学中起着至关重要的作用。人们普遍认为词汇习得在外语学习中占有重要地位。然而,学习者仅靠机械背诵词汇不能很好地掌握词汇。考虑到这种情况,附带词汇习得应运而生,它可以被看作是一种无意识操作的过程,学习者在做不把注意力放到记忆词汇上的其他学习任务的同时,也能掌握词汇。然而,在中国的相关研究却相当少。另外,不同的输入强化对词汇附带习得的影响还没有得到足够的重视。输入强化被定义为一系列内隐的方法,用来增强二语输入中的形式特征的显著性.这种方法被视为仍然发生在作为活动中的副产品的习得,并且定义它为一种“半附带习得”的方法。因此,基于注意假设和深加工假设的观点,本研究考察不同的输入强化对高中生词汇习得的影响,以回答以下研究问题:（i）三种不同的目标词强化（粗体、斜体和下划线）对词汇形式的习得有什么不同影响?（ii）三种不同的目标词强化（粗体、斜体和下划线）对语法功能的习得的有什么不同影响?和（iii）三种不同的目标词强化（粗体、斜体和下划线）对词汇意义的习得有什么不同影响?为解决这些研究问题,本研究选取了五个平行班的一百七十三名高中生作为研究对象。一个试点班用来选择目... 

【文章来源】：渤海大学辽宁省

【文章页数】：78 页

【学位级别】：硕士

【文章目录】：
Abstract
摘要
Chapter One Introduction
    1.1 Background of the study
    1.2 Research purpose and significance
    1.3 The overall structure of the thesis
Chapter Two Literature review
    2.1 Relevant concepts
        2.1.1 Semi-incidental vocabulary acquisition
        2.1.2 Vocabulary knowledge
        2.1.3 Vocabulary explicit acquisition
        2.1.4 Input enhancement
    2.2 Theoretical background
        2.2.1 Noticing Hypothesis
        2.2.2 Depth of Processing Hypothesis
    2.3 Related studies of input enhancement at home and abroad
        2.3.1 Related studies of input enhancement on vocabulary acquisition
        2.3.2 Related studies on the effects of input enhancement on semi-incidentalvocabulary acquisition
    2.4 Summary
Chapter Three Research methodology
    3.1 Research questions
    3.2 Participants
    3.3 Reading materials
    3.4 Target words
    3.5 Instruments
        3.5.1 The final examination of the previous semester
        3.5.2 Vocabulary Knowledge Scale and Scoring
        3.5.3 Immediate posttest and delayed posttest
        3.5.4 Statistical analysis
    3.6 Procedures
    3.7 Date collection and analysis
Chapter Four Results and discussion
    4.1 Results and analysis of the English proficiency level test
    4.2 Results and analysis of the recognition of form
        4.2.1 Comparison of the results of the effects of different input enhancementson recognition of form
        4.2.2 Comparison of the results between the immediate and delayed posttest on recognition of form
        4.2.3 Discussion
    4.3 Results and analysis of the production of grammatical functions
        4.3.1 Comparison of the results of the effects of different input enhancementson production of grammatical functions
        4.3.2 Comparison of the results between the immediate and delayed postteston production of grammatical functions
        4.3.3 Discussion
    4.4 Results and analysis of the recognition of meaning
        4.4.1 Comparison of the results of the effects of different input enhancementson recognition of meaning
        4.4.2 Comparison of the results between the immediate and delayed postteston recognition of meaning
        4.4.3 Discussion
    4.5 Summary
Chapter Five Conclusions
    5.1 Major Findings
    5.2 Pedagogical Implications
    5.3 Limitations and Suggestions for the future study
Bibliography
Appendix Ⅰ Materials for Group 1
Appendix Ⅱ Materials for Group 2
Appendix Ⅲ Materials for Group 3
Appendix Ⅳ Materials for Group 4
Appendix Ⅴ Vocabulary test of target word
Appendix Ⅵ Vocabulary posttests
Acknowledgements
The list of the research papers published by the author


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