高中英语阅读教学中的词汇附带习得研究

发布时间：2018-04-05 10:09

本文选题：词汇附带习得　切入点：投入量假设　出处：《聊城大学》2017年硕士论文

【摘要】：大量研究证明二语学习者能够在进行除词汇学习之外的其他任务时附带习得一部分的词汇知识,而阅读任务因为其文本性和较强的可操作性成为二语词汇附带习得研究领域的焦点。已有的研究结论显示,在影响词汇附带习得的各因素相同的条件下,设计恰当的阅读任务能够显著促进词汇知识的习得。“投入量假设”作为能够衡量阅读任务的认知加工程度的关键理论成为这一研究领域的基石,即词汇的附带习得效果与任务诱发的认知加工投入量呈正相关。鉴于以往的研究鲜有设计投入量相同的阅读任务,且缺少对国内高中生群体的关注,因此笔者以高一年级学生为研究对象,为学生设计选择题、抄写句子、选词填空、造句四种阅读任务(其中选词填空和造句任务投入量相同),采用测试法、问卷调查法和访谈法,试图回答以下四个问题(1)高中生在阅读活动中附带习得词汇知识的情况如何?(2)相同投入量的阅读任务是否产生相同的词汇习得效果?(3)词汇附带习得成效与任务维度是否具有相关性?(4)四个任务的即时测试和延时测试中,哪种任务获得的词汇习得效果更优?研究发现:(1)高中生大都能在阅读中附带习得一部分词汇知识;(2)相同投入量下“搜索”层次比重高的任务能促进附带习得更多的接受型词汇;(3)投入量不同的前提下,词汇习得效果与投入量指数呈正相关,与任务维度无关;投入量相等的情况下,词汇习得成效要依据考查的词汇习得类型和任务维度共同来衡量;(4)投入量最高的选词填空任务在即时和延时词汇测试中都显示出了比其他三种任务更优的习得成效。结合本研究,笔者还对目前的阅读和词汇教学提出了一些可行性高的建议。
[Abstract]:A large number of studies have proved that second language learners are able to acquire a portion of their vocabulary knowledge in addition to their vocabulary learning tasks.Reading task has become the focus in the field of incidental second language vocabulary acquisition because of its textuality and maneuverability.Previous studies have shown that the design of appropriate reading tasks can significantly promote the acquisition of vocabulary knowledge under the same conditions of all factors affecting incidental vocabulary acquisition.As a key theory which can measure the cognitive processing degree of reading tasks, "involvement load hypothesis" has become the cornerstone of this research field, that is, the incidental acquisition effect of vocabulary is positively correlated with the cognitive processing input induced by task.In view of the fact that previous studies rarely involved in reading with the same amount of design involvement and lack of attention to the domestic high school students, the author took the senior high school students as the research object, designed multiple choice questions for the students, copied sentences and filled in the blanks.Four kinds of reading tasks of sentence formation (including the same amount of input of word filling in the blanks and the same amount of input in the task of sentence making) were used, and the methods of test, questionnaire and interview were used.Try to answer the following four questions: (1) how about incidental acquisition of vocabulary knowledge in high school students' reading activities? (2) whether the reading task with the same input amount produces the same vocabulary acquisition effect? (3) incidental vocabulary acquisition effect and task dimensionWhether the degree is relevant or not) in the immediate testing and delay testing of the four tasks,Which task achieves better vocabulary acquisition?The effect of vocabulary acquisition was positively correlated with the involvement load index, but not related to the task dimension.The achievement of vocabulary acquisition should be measured according to the types of vocabulary acquisition and the dimension of task. (4) the task of filling in the blanks with the highest involvement load showed better acquisition results than the other three tasks in both the immediate and delayed vocabulary tests.Combined with this study, the author also puts forward some feasible suggestions for the present reading and vocabulary teaching.
【学位授予单位】：聊城大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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