词法知识训练对高中生英语阅读中词汇附带习得的影响

发布时间：2021-09-30 22:58

　　词汇学习是英语学习的基础。许多研究表明,词汇附带习得是学习者学习英语词汇的有效途径之一。虽然已有很多关于词汇附带习得的研究,但关于教学干预对其影响的研究尚不充分。本研究旨在探讨词法知识训练对高中生英语阅读中附带词汇习得的影响。本文的研究问题如下:（1）词法知识训练是否会对高中生英语阅读中的词汇附带习得产生影响?如果产生影响,会产生哪些方面的影响?（2）词法知识训练是否会对男生和女生英语阅读中的词汇附带习得产生不同影响?如果是,有何不同影响?（3）词法知识训练是否会对英语高水平者和英语低水平者英语阅读中的词汇附带习得产生不同影响?如果是,有何不同影响?本研究采用定量和定性的研究方法回答上述问题。本研究选取淮安高中三个班级的学生作为研究对象。高一（7）班的学生负责确认英语阅读材料及其中的词汇测试目标单词。高一（8）班是实验班,高一（9）班是控制班。词法知识训练前,对（8）班和（9）班学生进行词汇附带习得前测。在两个月的实验后,再分别对这两个班学生进行即时和延迟的词汇附带习得测试。本研究的定性研究采用半结构式访谈。作者用中文采访了来自（8）班的4名英语水平较高的学生（2名男生和2名女生）,4... 

【文章来源】：扬州大学江苏省

【文章页数】：70 页

【学位级别】：硕士

【文章目录】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
    1.1 Overview of the study
    1.2 Motivation for the study
    1.3 Significance of the study
    1.4 Overall structure of the thesis
Chapter Two Literature Review
    2.1 Key terms
        2.1.1 Definition of incidental vocabulary acquisition
        2.1.2 Definition of morphological knowledge
    2.2 Theoretical foundations
        2.2.1 Input hypothesis
        2.2.2 Depth of processing hypothesis
        2.2.3 Noticing hypothesis
    2.3 Previous studies abroad and at home on incidental vocabulary acquisition through reading
        2.3.1 Previous studies on discourse factors abroad
        2.3.2 Previous studies on discourse factors at home
        2.3.3 Previous studies on learner factors abroad
        2.3.4 Previous studies on learner factors at home
        2.3.5 Previous studies on the factor of intervention abroad
        2.3.6 Previous studies on the factor of intervention at home
Chapter Three Methodology
    3.1 Research questions
    3.2 Research design
        3.2.1 Quantitative research design
            3.2.1.1 Subjects
            3.2.1.2 Instruments
            3.2.1.3 Experiment
            3.2.1.4 Data collection and analysis
        3.2.2 Qualitative research design
            3.2.2.1 Subjects
            3.2.2.2 Instrument
            3.2.2.3 Data collection and analysis
Chapter Four Results and Discussion
    4.1 Effects of morphological knowledge training on incidental vocabulary acquisitionthrough English reading
    4.2 Different effects of morphological knowledge training on male and female students'incidental vocabulary acquisition
    4.3 Different effects of morphological knowledge training on higher and lower achievers'incidental vocabulary acquisition
Chapter Five Conclusion
    5.1 Major findings
    5.2 Pedagogical implications
    5.3 Limitations of this study and suggestions for future study
References
Appendixes
    Appendix Ⅰ 阅读材料 A
    Appendix Ⅱ 阅读材料 B
    Appendix Ⅲ 测试材料 A
    Appendix Ⅳ 测试材料 B(即时测试)
    Appendix Ⅴ 测试材料 C(延时测试)
    Appendix Ⅵ 前缀教学设计
    Appendix Ⅶ Interview



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