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基于窄式阅读理论的词汇附带习得在商务英语阅读教学中的实证研究

2020-12-11阅读(132)

基于窄式阅读理论的词汇附带习得在商务英语阅读教学中的实证研究

论文摘要

本文将窄式阅读理论应用于商务英语阅读进行附带性词汇习得研究,探讨了窄式阅读与附带性词汇习得之间的关系,探究不同词汇水平的学习者附带性词汇习得的效果。目的在于通过此研究,为第二语言学习者尤其是商务英语专业学习者有效利用阅读附带习得,更加有效开展阅读提供些许启示。针对窄式阅读与词汇附带习得的研究大多从阅读材料的背景知识、词汇、语篇熟悉度对附带性词汇习得效果的影响进行研究,以中国大学生尤其是特殊用途英语学习者的研究更是鲜有论述。由此我们根据窄式阅读理论对阅读材料的要求设计了一个实验,探讨中国大学商务英语专业学习者能否在窄式阅读指导下更好习得词汇提高阅读能力以及以下问题：1、词汇附带习得效果与商务英语专业学生词汇水平之间有何关系?2、窄式阅读能否使得商务英语专业学生更好附带习得商务英语词汇?3、经过窄式阅读训练之后,商务英语专业学生利用附带习得词汇去阅读相关经济类文章能否取得更好阅读效果?本研究由词汇水平测试、商务英语词汇测试、两次阅读测试以及学生访谈组成。本实验从株洲师专商务英语大二的四个班中选取两个班(1/2班)56名学生参加全程实验,其余两个班(3/4班)仅参加商务英语词汇测试以确定15个词汇记忆测试的目标词；阅读材料来白学生教材和练习册—《西方经贸文章选读》。所得数据用SPSS软件进行分析。从实验结果表明,在初测中成绩较好的商务英语专业学生附带性习得词汇的效果并不比初测中成绩较差的好；窄式阅读中主题核心词汇可以更好帮助商务英语专业学生附带性习得词汇,且能让学生利用附带习得的词汇更好开展阅读相关主题文章；经过窄式阅读训练后,学生阅读效果明显有所改善,他们学习兴趣与学习自信心明显增强。实验结果对商务英语专业教师如何更有效教学、学生更有效地学习以及教材编写者提出了建议。教师选材时尽量减少学生商务背景知识等对阅读造成的困扰,同时也要注意学生个体差异,对学生因材施教,把握“输入”的度,促使更有效附带习得词汇,提高商务英语学生阅读水平；学生也要自觉将阅读延伸到课堂之外,为今后相关文章阅读积累背景知识；教材编写者们可对相同主题的商务英语文章集中且按照难易度分级编排同时配备尽可能多的同类课外阅读材料。

论文目录

  • 摘要
  • Abstract
  • Introduction
  • Chapter 1 Literature Review
  • 1.1 Studies on Narrow Reading Hypthesis（NRH）
  • 1.1.1 Definition of Narrow Reading
  • 1.1.2 Narrow Reading Hypothesis
  • 1.1.3 NRH and Input Hypothesis
  • 1.1.4 NRH and Schema Theory
  • 1.2 Studies on Incidental Vocabulary Acquisition（IVA）through Narrow Reading
  • 1.2.1 Studies on IVA and Factors Affecting IVA in Reading
  • 1.2.2 Studies on Factors Affecting IVA in Narrow Reading
  • 1.2.2.1 IVA Influenced by Vocabulary Familiarity in Narrow Reading
  • 1.2.2.2 IVA Influenced by Theme Familiarity in Narrow Reading
  • 1.2.2.3 IVA Influenced by Discourse Pattern in Narrow Reading
  • 1.2.2.4 IVA Influenced by Readers' Interest in Narrow Reading
  • 1.3 Empirical Studies at Home and Abroad
  • 1.3.1 Related Studies Abroad
  • 1.3.2 Related Studies at Home
  • Summary
  • Chapter 2 Research Design
  • 2.1 Research Purpose
  • 2.2 Research Questions and Hypothese
  • 2.3 Participants
  • 2.4 Research Instruments
  • 2.4.1 Vocabulary Level Test
  • 2.4.2 A Pilot Study
  • 2.4.3 Incidental Vocabulary Retention Test of Reading
  • 2.4.4 Pretest and Posttest of Reading Comprehension
  • 2.4.5 Face-to-face Interview in the Experimental Group
  • 2.5 Procedures of the Research
  • 2.5.1 Arrangement of Teaching
  • 2.5.2 Arrangement of Testing
  • Chapter 3 Research Results and Analysis
  • 3.1 Results and Analysis of the Vocabulary Level Test
  • 3.1.1 Results of the Test
  • 3.1.2 Analysis of Data
  • 3.2 Results and Analysis of the Pilot Stduy
  • 3.2.1 Results of the Test for Business English
  • 3.2.2 Analysis of the Pilot Study
  • 3.3 Results and Analysis of the Vocabulary Retention Test
  • 3.3.1 Results of the Test
  • 3.3.2 Data Analysis
  • 3.4 Results and Analysis of Vocabulary Sizes on Vocabulary Retention Test
  • 3.4.1 Results of the Selected Students in Two Tests
  • 3.4.2 Data Analysis
  • 3.5 Results and Analysis of the Pre-and Post-test in Reading Comprehension
  • 3.5.1 Results of the Two Tests of Reading Comprehension
  • 3.5.2 Difference between Scores in the Two Tests
  • 3.6 Results and Analysis of Final Term Exam Scores in Two Semesters
  • 3.6.1 Results of the Exams
  • 3.6.2 Data Analysis
  • Chapter 4 Findings and Implications
  • 4.1 Major Findings
  • 4.1.1 IVA Enhanced by Theme-related Core Glossary
  • 4.1.2 IVA not Determined by Vocabulary Sizes of Learners
  • 4.1.3 Narrow Reading as an Influential Factor of Reading Comprehension
  • 4.1.4 Readers' Confidence in Reading Reconstructed by Narrow Reading
  • 4.2 Other Findings
  • 4.3 Pedagogical Implications
  • 4.3.1 Implications for Teachers
  • 4.3.2 Implications for Business English Majors
  • 4.3.3 Implications for Textbook Compilers
  • Conclusion
  • Bibliography
  • Appendices
  • Appendix 1:Nation's Vocabulary Level Test（1990）
  • Appendix 2:Pilot Study Test Paper
  • Appendjx 3:Pretest and Post-test Papers of Reading Comprehension
  • Appendix 4:Vocabulary Retention Test Paper
  • Appendix 5:Scores of the Pilot Study
  • Appendix 6:Scores of Vocabulary Retention Test
  • Appendix 7:Scores of Retention and Vocabulary Level Tests of the Participants with Smaller and Larger Vocabulary Sizes
  • Appendix 8:Results of Two Tests in Reading Comprehension
  • Appendix9: Scores of Final Term Exams
  • Student Interview
  • Acknowledgements
  • 攻读硕士学位期间主要研究成果

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    基于窄式阅读理论的词汇附带习得在商务英语阅读教学中的实证研究
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