不同输出任务对大学生英语词汇学习影响的研究

论文摘要

以往关于二语词汇习得的研究多集中在输入对学习者词汇学习的重要性方面。较少的研究专注于词汇任务对词汇习得的影响,对输出任务的研究则更为少见。本研究以层次加工理论以及词汇学习的心理条件作为理论基础,旨在通过实验探索三种输出任务对词汇习得和保持的影响。这三项输出任务分别是：填空任务、造句任务和短文重构任务。武汉科技大学城市学院2009级大专二年级的三个自然班的119名学习者参加了本实验。每组分别完成一项同样的阅读任务和一项不同的输出任务。研究问题如下：1.三项输出任务,即填空任务、造句任务和短文重构任务,哪一项任务最能有效促进词汇习得?1.1三项输出任务中哪一项最能促进接受性词汇习得?1.2三项输出任务中哪一项最能促进产出性词汇习得?2.三项输出任务,即填空任务、造句任务和短文重构任务,哪一项任务最能有效促进词汇保持?2.1三项输出任务中哪一项最能促进接受性词汇保持?2.2三项输出任务中哪一项最能促进产出性词汇保持?单项方差结果显示在接受性和产出性词汇习得以及产出性词汇保持方面,造句组表现出显著性差异;而在接受性词汇保持方面,三组没有显著性差异。结果表明：第一,造句组相对于填空组和短文重构组更能有效促进接受性和产出性词汇习得以及产出性词汇保持。第二,三组均能有效促进接受性词汇保持,但没有显著性差异。第三,输出任务能引发对目标词的注意、提取以及生成,从而有效促进词汇的习得与保持。作者认为不同输出任务引发了对目标词不同程度的注意、提取以及生成,导致了不同的习得和保持效果。本实验得出结论：填空任务、造句任务以及短文重构任务均能有效地促进词汇的习得与保持,其中造句任务最有效。

论文目录

• Abstract
• 摘要
• Chapter 1 Introduction
• 1.1 Background of the Study
• 1.2 Research Gap and Significance of the Study
• 1.3 Outline of the Thesis
• Chapter 2 Literature Review
• 2.1 Theoretical Underpinning of the Study
• 2.1.1 Definition of Word Knowledge
• 2.1.2 Receptive and Productive Word Knowledge
• 2.1.3 Comprehensible Input Hypothesis
• 2.1.4 Comprehensible Output Hypothesis
• 2.1.5 Noticing Hypothesis
• 2.2 Vocabulary Learning from Cognitive Psychology
• 2.2.1 Depth of Processing Hypothesis
• 2.2.2 Involvement Load Hypothesis
• 2.2.3 Five Steps of Lexical Learning
• 2.2.4 Psycholinguistic Conditions for Vocabulary Acquisition
• 2.2.5 Summary
• 2.3 Previous Studies on Vocabulary Learning
• 2.3.1 Second Language Vocabulary Learning through Input
• 2.3.2 Second Language Vocabulary Learning through Output
• 2.3.3 Studies on Second Language Vocabulary Learning in China
• 2.3.4 Reflection on Previous Studies in China and aboard
• Chapter 3 Methodology
• 3.1 Research Questions
• 3.2 Participants
• 3.3 Materials
• 3.3.1 Reading Input Passage
• 3.3.2 Target Words
• 3.3.3 Glossing
• 3.4 Treatment Tasks
• 3.4.1 Reading Task
• 3.4.2 Fill-in-the-blank Task
• 3.4.3 Original Sentence Writing Task
• 3.4.4 Text Reconstruction Task
• 3.5 Experimental Procedures
• 3.6 Experimental Instruments
• 3.6.1 Vocabulary Pretest
• 3.6.2 Vocabulary Posttests
• 3.6.3 Interview
• 3.7 Scoring Criteria
• 3.7.1 Graded Scoring
• 3.7.2 Letter-based Scoring
• Chapter 4 Results and Discussion
• 4.1 Results for the Pretest
• 4.2 Results for Research Question 1
• 4.2.1 Results for Research Question 1.1
• 4.2.2 Results for Research Question 1.2
• 4.3 Results for Research Question 2
• 4.3.1 Results for Research Question 2.1
• 4.3.2 Results for Research Question 2.2
• 4.4 Discussion
• 4.4.1 Task Effects on Vocabulary Acquisition and Productive Retention
• 4.4.2 Task Effects on Receptive Vocabulary Retention
• 4.4.3 Discussions on Output Tasks Involved in the Study
• 4.4.4 Discussion on the Interview
• 4.5 Summary of Discussion
• 4.5.1 Noticing
• 4.5.2 Retrieval
• 4.5.3 Generative use
• Chapter 5 Conclusion
• 5.1 Summary of Findings
• 5.2 Implications of the Study
• 5.2.1 Theoretical Implications
• 5.2.2 Teaching Implications
• 5.3 Limitations and Suggestions for Further Studies
• Bibliography
• Appendix 1 Original Text
• Appendix 2 Revised Passage
• Appendix 3 Glossing
• Appendix 4 Comprehension Questions for Reading Passage
• Appendix 5 Task 1 Fill-in-the-blank Task
• Appendix 6 Task 2 Original Sentence Writing
• Appendix 7 Task 3 Text Reconstruction Task
• Appendix 8 Pretest:Vocabulary Quiz
• Appendix 9 Productive Vocabulary Posttest 1
• Appendix 10 Receptive Vocabulary Posttest 1
• Appendix 11 Productive Vocabulary Posttest 2
• Appendix 12 Receptive Vocabulary Posttest 2
• Appendix 13 Materials for Practice
• Acknowledgements