不同投入量的阅读任务对高中生英语词汇附带习得的影响
发布时间：2023-03-29 18:44
词汇是英语学习中至关重要的一部分,对于高中生来说,扩大词汇量是提高英语能力的一个重要途径。近年来,越来越多的学者开始关注词汇附带习得的研究。词汇附带习得是一种隐性的词汇习得方式。例如,学生在进行英文阅读,口语交流,听英文歌曲时无意中习得了单词。已有研究表明,在阅读中附带习得词汇是词汇习得的有效途径之一,因此,本研究探讨了不同投入量的阅读任务对高中生英语词汇附带习得的影响。基于投入量假说,笔者选取105名高中生为受试者,设计了三项投入量分别为1,2,3的阅读任务。即阅读理解,阅读理解加选词填空,阅读理解加造句。受试者一共分为三组,每组35名学生,分别完成投入量不同的阅读任务。然后对10个目标词汇进行即时词汇测试以及延时词汇测试。本研究包含三个研究问题:(1)不同投入量的阅读任务能否影响高中生英语的即时词汇附带习得的效果?(2)不同投入量的阅读任务能否影响高中生英语的延时词汇附带保持的效果?(3)三种阅读任务中,哪种任务对高中生英语的词汇附带习得的效果最好?研究结果表明,(1)不同投入量的阅读任务会影响高中生英语的即时词汇附带习得的效果。具体表现在即时测试中,阅读理解加选词填空组与阅读理解...
【文章页数】：66 页
【学位级别】：硕士
【文章目录】：
Abstract
摘要
Chapter1 Introduction
1.1 Research Background
1.2 Research Purpose
1.3 Research Significance
1.3.1 Theoretical Significance
1.3.2 Practical Significance
1.4 Layout of the Thesis
Chapter2 Literature Review
2.1 Incidental Vocabulary Acquisition
2.1.1 Definition of Incidental Vocabulary Acquisition
2.1.2 Incidental and Intentional Vocabulary Acquisition
2.2 Studies on Involvement Load Hypothesis Abroad and at Home
2.2.1 Studies on Involvement Load Hypothesis Abroad
2.2.2 Studies on Involvement Load Hypothesis at Home
2.3 Studies on the Effect of Reading Tasks on Incidental Vocabulary Acquisition
2.3.1 Studies on the Effect of Reading Tasks on Incidental Vocabulary Acquisition Abroad
2.3.2 Studies on the Effect of Reading Tasks on Incidental Vocabulary Acquisition at Home
2.4 Summary
Chapter3 Theoretical Framework
3.1 Krashen’s Input Hypothesis
3.2 Depth of Processing Theory
3.3 Involvement Load Hypothesis
3.4 Summary
Chapter4 Methodology
4.1 Research Questions
4.2 Research Participants
4.3 Research Instruments
4.3.1 Reading Materials
4.3.2 Target Words
4.3.3 Task Types
4.3.4 Tests
4.4 Research Procedures
4.4.1 The Pre-test
4.4.2 The Immediate Test
4.4.3 The Post-Test
4.5 Scoring System
4.6 Data Collection and Analysis
Chapter5 Results and Discussion
5.1 The Effect of Reading Tasks on Incidental Vocabulary Acquisition in the Immediate Test
5.2 The Effect of Reading Tasks on Incidental Vocabulary Acquisition in the Post-Test
5.3 Comparison between Immediate Test and Post-Test
5.4 Discussion of Results
5.4.1 The Effect of Reading Tasks on the Immediate Incidental Vocabulary Acquisition
5.4.2 The Effect of Reading Tasks on the Delayed Incidental Vocabulary Retention
Chapter6 Conclusion
6.1 Major Findings
6.2 Pedagogical Implications
6.3 Limitations of the Present Study
6.4 Suggestions for Future Research
References
AppendixⅠ:Task One
AppendixⅡ:Task Two
AppendixⅢ:Task Three
AppendixⅣ:Immediate Vocabulary Test
AppendixⅤ:Post-Vocabulary Test
Acknowledgements
本文编号：3774276
【文章页数】：66 页
【学位级别】：硕士
【文章目录】：
Abstract
摘要
Chapter1 Introduction
1.1 Research Background
1.2 Research Purpose
1.3 Research Significance
1.3.1 Theoretical Significance
1.3.2 Practical Significance
1.4 Layout of the Thesis
Chapter2 Literature Review
2.1 Incidental Vocabulary Acquisition
2.1.1 Definition of Incidental Vocabulary Acquisition
2.1.2 Incidental and Intentional Vocabulary Acquisition
2.2 Studies on Involvement Load Hypothesis Abroad and at Home
2.2.1 Studies on Involvement Load Hypothesis Abroad
2.2.2 Studies on Involvement Load Hypothesis at Home
2.3 Studies on the Effect of Reading Tasks on Incidental Vocabulary Acquisition
2.3.1 Studies on the Effect of Reading Tasks on Incidental Vocabulary Acquisition Abroad
2.3.2 Studies on the Effect of Reading Tasks on Incidental Vocabulary Acquisition at Home
2.4 Summary
Chapter3 Theoretical Framework
3.1 Krashen’s Input Hypothesis
3.2 Depth of Processing Theory
3.3 Involvement Load Hypothesis
3.4 Summary
Chapter4 Methodology
4.1 Research Questions
4.2 Research Participants
4.3 Research Instruments
4.3.1 Reading Materials
4.3.2 Target Words
4.3.3 Task Types
4.3.4 Tests
4.4 Research Procedures
4.4.1 The Pre-test
4.4.2 The Immediate Test
4.4.3 The Post-Test
4.5 Scoring System
4.6 Data Collection and Analysis
Chapter5 Results and Discussion
5.1 The Effect of Reading Tasks on Incidental Vocabulary Acquisition in the Immediate Test
5.2 The Effect of Reading Tasks on Incidental Vocabulary Acquisition in the Post-Test
5.3 Comparison between Immediate Test and Post-Test
5.4 Discussion of Results
5.4.1 The Effect of Reading Tasks on the Immediate Incidental Vocabulary Acquisition
5.4.2 The Effect of Reading Tasks on the Delayed Incidental Vocabulary Retention
Chapter6 Conclusion
6.1 Major Findings
6.2 Pedagogical Implications
6.3 Limitations of the Present Study
6.4 Suggestions for Future Research
References
AppendixⅠ:Task One
AppendixⅡ:Task Two
AppendixⅢ:Task Three
AppendixⅣ:Immediate Vocabulary Test
AppendixⅤ:Post-Vocabulary Test
Acknowledgements
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