投入量假设在英语听力词汇附带习得中的实证研究

论文摘要

Hulstijn和Laufer的投入量假设提出在阅读过程中,任务的投入量对词汇习得产生积极影响,投入量大的任务产生的习得效果较好。本研究着重于投入量假设在英语听力词汇附带习得中的应用研究。同时,本研究探讨在听力理解过程中,词汇量大小与词汇附带习得之间的关系。我们选取了普通本科院校听力水平相当的非英语专业二年级学生进行分班团体实验,要求他们分别完成投入量指数不同的三种任务,即词汇注释与听力理解题无关的任务（任务A,投入量指数为0）;词汇注释与听力理解题相关的任务（任务B,投入量指数为1）;词汇注释与听力理解题相关的任务+写作（任务C,投入量指数为3）。试验后收集即时词汇测试和延时词汇测试的成绩进行数据分析。用Kruskal-Wallis Test非参数检验分析投入量和词汇附带习得之间的关系,结果表明投入量指数高的任务产生的词汇习得效果好,进一步证实了投入量假说;用Independent-Samples T Test分析词汇量大小和词汇附带习得之间的关系,结果显示只有在中等投入量（本研究中指任务B）中,词汇量的大小对词汇附带习得效果影响明显,而在低投入量（任务A）和高投入量（任务C）中,词汇量大小并不影响词汇习得效果。另外,我们还进行了简单的问卷和质性访谈（qualitative interview）,调查学生对听力理解过程中词汇学习的看法,结果发现学生普遍认识到听力理解过程中词汇学习的必要性,但受英语水平不同和学习动机不同等因素的影响,学生对听力理解中词汇习得的任务和方式存在不同偏好。最后我们就研究结果进行了探讨,并对听力理解中的词汇习得提出了一些教学上的建议。

论文目录

• Acknowledgements
• 摘要
• Abstract
• Chapter 1 Introduction
• 1.1 Background of the present study
• 1.2 Vocabulary learning for students
• 1.3 Vocabulary teaching for English teachers
• 1.4 The objective of the present study
• 1.5 Overview of the thesis
• Chapter 2 Literature Review
• 2.1 Various focuses of vocabulary research
• 2.2 Intentional and incidental vocabulary acquisition
• 2.3 Main foreign researches related to incidental vocabulary acquisition
• 2.3.1 Exploration of minimal receptive vocabulary size
• 2.3.2 Relationship between context and vocabulary learning
• 2.3.3 Effectiveness of word frequency on vocabulary acquisition
• 2.3.4 Researches on various vocabulary learning strategies
• 2.3.5 Influence of vocabulary instruction on vocabulary learning
• 2.3.6 Influence of different texts on vocabulary learning
• 2.3.7 Word negotiation and vocabulary learning
• 2.3.8 Attention and vocabulary learning
• 2.3.8.1 Depth of processing
• 2.3.8.2 Elaboration and vocabulary acquisition
• 2.4 The construct of Involvement Load Hypothesis
• 2.4.1 The relationship between task and vocabulary learning
• 2.4.2 The Involvement Load Hypothesis
• 2.5 Domestic researches related to incidental vocabulary acquisition
• 2.5.1 Main domestic focuses on incidental vocabulary acquisition
• 2.5.2 Domestic researches related to the Involvement Load Hypothesis
• 2.6 The sketch of researches on listening
• 2.6.1 Related researches on listening
• 2.6.2 Researches on vocabulary acquisition in listening practice
• Chapter 3 Research design
• 3.1 Research questions
• 3.2 Methodology
• 3.2.1 Aim
• 3.2.2 Participants
• 3.2.3 Materials
• 3.2.3.1 Passages selected for the experiment
• 3.2.3.2 Target words for testing
• 3.2.3.3 Words chosen for pre-experiment vocabulary test
• 3.2.4 Task design
• 3.2.5 Procedures and tests
• 3.2.5.1 Pre-experiment vocabulary test
• 3.2.5.2 The conduct of the experiment
• 3.2.5.3 The questionnaire on students' attitudes towards vocabulary acquisition in listening
• 3.2.5.4 The interview on students' attitudes towards the tasks
• Chapter 4 Results and data analysis
• 4.1 Data analysis concerning involvement load and retention effects
• 4.2 Data analysis concerning vocabulary size and retention effects
• 4.3 Students' attitudes conveyed in the questionnaire
• Chapter 5 Discussions
• 5.1 Confirmation of the Involvement Load Hypothesis
• 5.2 On vocabulary size and retention effects
• 5.3 On students' attitudes towards vocabulary learning in listening
• 5.3.1 Objective reasons accounting for students' attitudes
• 5.3.2 Subjective reasons contributing to students' attitudes
• Chapter 6 Conclusions and pedagogical implications
• 6.1 Conclusions
• 6.2 Further research questions
• 6.3 Pedagogical implications
• Bibliography
• Appendix 1
• Appendix 2
• Appendix 3
• Appendix 4
• Appendix 5
• Appendix 6