合作输出对大学生英语词汇习得效果的实证研究

论文摘要

词汇习得逐渐被教师和学者们重视。本论文旨在研究英语课堂中输出活动对词汇习得的影响。作者通过实证的方式来研究合作输出对于中国英语学习者词汇习得的效果,并将Swain(1985,1995)提出的“输出假设”应用于词汇习得中,从而希望对如何有效地设计与实施教学任务有所帮助。本研究在江西省抚州市一所大学里进行,被试为非英语专业三个新生班的学生。每个班根据他们的词汇成绩选出20个人作为被试,他们被随机指派为实验组1,实验组2和对照组。被试首先读两篇包含有十个目标词的文章,教师用传统的方法讲解中文意思,解释词义、词形以及拼写,然后对照组做阅读理解练习,实验组1用目标词以口头合作输出的方式重组两篇文章,实验组2用目标词以书面合作输出的方式重组两篇文章。立即安排后测1,目的是测试学生识别词汇的能力,要求学生在五分钟之内完成,五分钟之后,进行后测2,目的在于测试学生产出词汇的能力,同样要求学生在五分钟内完成。一周以后,以同样的方式进行后测3和后测4,四次测试的结果用SPSS17.0进行分析。实验得出两个发现:第一,实验组无论是在识别词汇还是产出词汇方面,效果都比对照组更好。第二,三组的产出性词汇都比识别性词汇遗忘的快。测试结果表明,在词汇的识别与产出能力上,以合作输出型活动为主来掌握词汇的实验组的成绩明显高于以理解为主的输入型活动的对照组。该研究为Swain的输出假设提供了实证支持,并对英语词汇教学有积极的启示。教师应该更多的注意合作输出型活动而不是仅仅的输入。

论文目录

• 摘要
• Abstract
• Chapter1 Introduction
• 1.1 Background of the study
• 1.2 Aims and significance of the study
• 1.3 Overall structure of this thesis
• Chapter 2 Literature Review
• 2.1 Defining key terms in the present study
• 2.1.1 Input
• 2.1.2 Output task
• 2.1.3 Knowing a word
• 2.1.4 Receptive ＆productive word knowledge
• 2.1.5 Intentional vocabulary learning and explicit vocabulary instruction
• 2.1.6 Noticing, Retrieveal and Generative use of a word
• 2.2 Swain’s Output Hypothesis
• 2.2.1 The origin of the output hypothesis
• 2.2.2 The three functions of the output
• 2.3 Empirical studies on the roles of input and output in vocabulary learning
• 2.4 Collaborative learning
• 2.4.1 Definitions of Collaborative Learning
• 2.4.2 Benifits of collaborative learning
• 2.5 Summary of Limitation of Previous research
• Chapter 3 Research Design
• 3.1 The research questions of the present study
• 3.2 Subjects
• 3.3 Vocabulary level test
• 3.4 Materials （target words and reading texts）
• 3.5 Procedure of the Experiment
• 3.6 Data collection and analysis
• Chapter 4 Results and Discussions
• 4.1 Overview
• 4.2 Result of the vocabulary level test and pretest
• 4.2.1 Results of vocabulary level test
• 4.2.2 Results of pretest
• 4.3 Results of the four posttests
• 4.3.1 Descriptive statistic of the two posttests
• 4.3.2 Multiple comparisons
• 4.3.2.1 Results of the three groups′receptive word knowledge gains in posttest1
• 4.3.2.2 Results of the three groups′productive word knowledge gains in posttes
• 4.3.2.3 Results of the three groups′receptive word knowledge gains in posttest3
• 4.3.2.4 Results of the three groups′productive word knowledge gains in posttest4
• 4.4 Discussions of the results
• 4.4.1 The gains of each group
• 4.4.2 Discussions on two hypotheses
• 4.4.3 The output tasks vs. input tasks
• 4.4.4 0utput and vocabulary recognition and production
• 4.5 conditions affecting acquisition of new words in output tasks
• 4.6 Summary
• Chapter 5 Conclusion
• 5.1 Major Findings
• 5.2 Implications for language teaching
• 5.3 other suggestions
• 5.4 limitations and recommendations
• References
• Appendices
• Acknowledgements
• Publications