英语阅读中不同注释方式对高一学生英语词汇附带习得影响的研究

发布时间：2018-02-27 17:05

本文关键词： 词汇附带习得阅读单项汉语注释多项汉语注释高一学生　出处：《内蒙古师范大学》2016年硕士论文　论文类型：学位论文

【摘要】：词汇是构成句子的基本单位,是二语习得的基础,二语学习的成功与否很大程度上依赖于二语词汇的习得。二语词汇的习得通常被认为通过两种方式实现:有意词汇学习和词汇附带习得,其中对二语词汇的附带习得研究近年来越来越受到学者的关注。随着研究的深入,阅读中不同注释方式对词汇附带习得影响也引起了广大学者的关注。针对这方面的研究多以高水平的学习者为研究对象且注释方式多为二语语言的注释,针对高中生和汉语注释的研究少之又少。本研究以可理解性输入、深层加工理论和投入量假说为研究理论基础,旨在探索阅读中多项汉语注释,单项汉语注释和无注释对高一年级学生词汇附带习得效果的研究。本研究旨在回答三个问题。首先回答在及时测试后,多项选择汉语注释,单项汉语注释和无注释哪一种注释方式最有利于词汇的附带习得?其次回答了在延时词汇测试中,对已习得词汇的记忆保持情况在三种方式之间有何差异?最后回答了词汇量的大小对词汇附带习得是否有影响?本研究以河南濮阳县第一高级中学高一年级三个平行班为研究对象,对其进行为期三周的实验。三个班分别阅读带有多项汉语注释,单项汉语注释和无注释的阅读理解,并且接受及时测试和延时测试。研究数据主要采用SPSS 17.0分析。经过数据分析后,本研究发现,在及时测试后,与单项汉语注释和无注释相比,多项选择汉语注释最有利于词汇的附带习得,并且单项汉语注释的效果要好于无注释。同时,在词汇记忆保持方面,三种注释方式之间存在着显著性差异;且多项汉语注释的记忆保持要好于单项汉语注释和无注释,单项汉语注释要好于无注释组。最后,词汇量大的组的词汇附带习得效果要好于词汇量小的组;词汇量越大,词汇附带习得的效果越好。本研究不仅从理论上证明了词汇附带习得理论的可行性,实践中对英语学习者选择英语读物,扩大词汇量,提高学习效率,教师选择教材以及图书编辑设计和编纂英语读物内容均有一定的指导意义。
[Abstract]:Vocabulary is the basic unit of sentence formation and the basis of second language acquisition. The success of second language learning depends largely on the acquisition of second language vocabulary, which is generally considered to be achieved in two ways: intentional vocabulary learning and incidental vocabulary acquisition. The incidental acquisition of second language vocabulary has attracted more and more attention of scholars in recent years. The influence of different modes of annotation on incidental vocabulary acquisition has also attracted the attention of many scholars. Most of the researches in this field have focused on high-level learners and the way of annotation is mostly second language annotation. This study is based on comprehensible input, deep processing theory and involvement load hypothesis, and aims to explore a number of Chinese annotations in reading. The purpose of this study is to answer three questions. Which is the best way to annotate Chinese monomial Chinese or unannotated vocabulary? Secondly, the paper answers how the memory retention of the acquired vocabulary differs in the three ways in the delayed vocabulary test. Finally, the author answers whether the size of vocabulary has an effect on incidental vocabulary acquisition. In this study, three parallel classes in grade one of the first senior high school in Puyang County, Henan Province, were studied. The three classes read the reading comprehension with multiple Chinese annotations, single Chinese annotation and unannotated reading, respectively, for a period of three weeks. The research data are mainly analyzed by SPSS 17.0. After the data analysis, this study finds that, after timely testing, compared with single Chinese annotation and unannotated, Multiple choices of Chinese annotation are most beneficial to incidental vocabulary acquisition, and the effect of single Chinese annotation is better than that of unannotated. At the same time, there are significant differences among the three annotation modes in terms of vocabulary memory maintenance. Moreover, the memory of multiple Chinese annotations is better than that of single Chinese annotation and unannotated group, and that of single Chinese annotation is better than that of unannotated group. Finally, the incidental vocabulary acquisition effect of large vocabulary group is better than that of small vocabulary group. This study not only proves theoretically the feasibility of incidental vocabulary acquisition, but also selects English reading materials for English learners in practice to enlarge their vocabulary and improve their learning efficiency. It is of guiding significance for teachers to choose textbooks and to design and compile English reading materials.
【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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