CALL环境下两种强化手段对基于阅读理解的词汇记忆的影响研究

论文摘要

在最近这二十年里,计算机辅助英语教学越来越得到人们的认同和接受。因为词汇习得在二语习得中的重要作用,在计算机环境下基于阅读理解的词汇习得也因此成为CALL研究的一个重要方面。基于网络和计算机的阅读能为读者提供真实的语境以及丰富、便捷的多媒体词汇注释,被认为是词汇学习的一个理想途径。然而,因其自身属性,其之于词汇习得也有不足之处。因此,本研究基于“刻意学习”以及“注意效果”的理论,设计并研究了两种强化手段——醒目的词汇注释超链接以及词汇测试通知,用于提高学习者在网络和计算机环境下阅读英语文章时对目标词的注意力、增强词汇记忆的效果。重庆大学计算机科学与技术专业的60名同学(母语为中文,二语为英语)参加了本次实验。受试者被随机分为四组,即由这两种强化手段(有/无词汇注释超链接;有/无词汇测试通知)交叉组合成的四种实验条件。本实验主要围绕三个问题来研究:1).词汇注释超链接对于目标词汇记忆的效果;2).词汇测试通知对于目标词汇记忆的效果;以及3).两种强化手段并用时对于目标词汇记忆的效果。为正确评估两种手段在短期和长期词汇记忆中的作用,实验采用了两种测试模式,即时测试和延时测试。研究数据经过双因数重复方差分析得出,两种强化手段——给目标词增加醒目的注释超链接或者提前告知词汇测试,都有助于受试者的词汇习得,但这种积极影响只反应在短期记忆(即时测试)中。对于两种强化手段的并用,其积极效果在短期记忆中十分明显,表现在“并用组”与其它三组间均存在显著性差异。而在延时测试中,“并用组”在平均成绩上仍占优势,但由于其分数下降幅度较大,与其它各组间的差距缩小,数据显示该组只与控制组之间存在明显的显著性差异。作为可行的解释,同时结合实验结束后对学生在访谈中的回答,文中提到,两种强化手段各自、或以互补的形式能引导受试者对目标词的关注,然而,两者都缺乏促使受试者对输入信息进行深入加工处理的因素,而这种深入的信息加工正是决定长期记忆的关键所在。该研究结果丰富了目前正受到广泛关注的CALL环境下词汇注释表现形式对于词汇习得影响的研究,同时,启发了语言教育者和多媒体语言学习软件开发设计者就如何利用可行、有效的教学策略以及电子计算机的特点来优化网络阅读环境以提高词汇习得进行思考和研究。

论文目录

• 中文摘要
• ABSTRACT
• CHAPTER ONE INTRODUCTION
• 1.1 RESEARCH BACKGROUND
• 1.2 SIGNIFICANCE OF THE RESEARCH
• 1.3 ORGANIZATION OF THIS THESIS
• CHAPTER TWO LITERATURE REVIEW
• 2.1 IMPORTANCE OF VOCABULARY AND BASIC THEORIES ON L2 VOCABULARY TEACHING/ACQUISITION
• 2.2 VOCABULARY ACQUISITION THROUGH READING ACTIVITY
• 2.2.1 Reading as the predominant means to acquiring vocabulary
• 2.2.2 Context deduction vs. glossing
• 2.2.3 Problems involved in reading-based vocabulary acquisition
• 2.3 TEST ANNOUNCEMENT —A PEDAGOGICAL ENHANCEMENT TO VOCABULARY LEARNING
• 2.3.1 Intentional learning vs. incidental learning
• 2.3.2 Manipulating word-focused activities —means of intentional vocabulary learning
• 2.3.3 Test Announcement as a pedagogical enhancement to create an intentional learning situation
• 2.4 VOCABULARY ACQUISITION THROUGH WEB- AND COMPUTER-BASED READING ACTIVITY
• 2.4.1 Vocabulary learning in the context of CALL
• 2.4.2 The value and effect of computerized glosses on vocabulary learning
• 2.4.3 The “how”issues of computerized glossing
• 2.4.4 Target words with hyperlinks —an input （typographical） enhancement to vocabulary learning
• 2.4.5 The electronic dictionary use in vocabulary learning
• 2.5 SUMMARY
• CHAPTER THREE THE STUDY
• 3.1 RESEARCH PURPOSE
• 3.1.1 The effect of hyperlinks on vocabulary retention
• 3.1.2 The effect of Test Announcement on vocabulary retention
• 3.1.3 The combined effect of the two enhancement techniques on vocabulary retention
• 3.2 RESEARCH QUESTIONS
• 3.3 METHODOLOGY
• 3.3.1 Participants
• 3.3.2 Design of the study
• 3.3.3 Materials
• 3.3.4 Procedures of the study
• 3.4 SCORING AND DATA ANALYSIS
• CHAPTER FOUR RESULTS AND DISCUSSION
• 4.1 THE EXPERIMENTAL RESULTS
• 4.1.1 Two-way ANCOVA summary for hyperlink and Test Announcement
• 4.1.2 Multiple comparison of the Combined group with other groups
• 4.2 DISCUSSION
• 4.2.1 The effect of hyperlinks on vocabulary retention
• 4.2.2 The effect of Test Announcement on vocabulary retention
• 4.2.3 Combined effect of hyperlink and Test Announcement
• CHAPTER FIVE CONCLUSION
• 5.1 MERITS AND DEMERITS OF THE TWO ENHANCEMENT TECHNIQUES CONCERNED
• 5.2 PEDAGOGICAL AND TECHNICAL IMPLICATIONS
• 5.2.1 Implications for language teachers
• 5.2.2 Implications for multimedia designers
• 5.3 LIMITATIONS
• 5.4 SUGGESTIONS FOR FUTURE RESEARCH
• NOTES
• ACKNOWLEDGEMENTS
• REFERENCES
• APPENDIX
• Ⅰ SAMPLE OF PRE-TEST
• Ⅱ READING MATERIAL
• Ⅲ SAMPLES OF POSTTESTS
• Ⅳ INTERVIEW QUESTIONS FOR THE EXPERIMENTAL GROUP
• Ⅴ 作者在攻读硕士学位期间发表的论文目录