英语专业学生在不同输入模式中的词汇附带习得研究

论文摘要

近几十年来,关于词汇附带习得的研究已经成为国内外语言学专家们的研究热点。许多语言学家都赞同通过泛读可以附带习得大量词汇,但是却很少有人注意到可以通过其他途径附带习得词汇。本研究主要探讨中国英语专业学生在不同输入模式下的词汇附带习得。本研究以江西师范大学英语专业大一新生为样本,通过精心的实验设计,作者试图解答以下几个研究问题:1.以即时词汇测试作为测量工具,英语专业学生能否在短期内通过阅读输入和视听输入两种模式附带习得词汇2.如果学生可以短期附带习得词汇,那么以延时词汇测试作为测量工具,已经习得的词汇是否可以维持一段更长的时间3.在相同的学习任务条件下,不同的输入模式是否会对英语专业学生的词汇附带习得产生影响4.学习者的英语水平是否会对词汇附带习得产生影响通过收集和分析原始数据,我们得到的研究结果如下:1.学习者可以通过阅读输入和视听输入附带习得词汇,但是词汇的长期保持效果不佳。2.输入模式对词汇附带习得的影响在不同学习任务条件下存在差异。在判断对错这种学习任务条件下,书面输入比视听输入对词汇短期保持的影响更为显著,而对长期保持无显著影响;在复述故事这种学习任务条件下,书面输入比视听输入对词汇长期及短期保持都具有明显的优势。3.学习者的英语水平高确实有助于其词汇附带习得,但其与英语水平低对词汇附带习得所产生的差异会受到输入模式及学习任务的共同作用。即时测试中,英语水平高的学生比英语水平低的学生在除“视听输入下判断对错练习”之外的学习活动环境下具有显著的优势。延时测试中,英语水平高的学生比英语水平低的学生只在“书面输入下复述故事练习”学习活动条件下,展示出明显的优势。最后,本研究列举出来其本身的局限性,为今后的研究确立了方向。

论文目录

• Abstract
• 摘要
• Chapter One Introduction
• 1.1 Research Orientation
• 1.2 Significance of the Study
• 1.3 Framework of the Present Thesis
• Chapter Two Literature Review
• 2.1 An Overview of English Vocabulary Learning
• 2.1.1 Reasons for a systematic and principled approach to vocabulary
• 2.1.3 Distinction between acquisition and learning
• 2.2 Theoretical Concepts on Incidental Vocabulary Acquisition
• 2.2.1 Definitions of Incidental Vocabulary Acquisition
• 2.2.2 Incidental & intentional learning
• 2.2.3 Implicit & explicit learning
• 2.2.3.1 Defining implicit-explicit learning & knowledge
• 2.2.3.2 The relative effectiveness of implicit learning
• 2.2.3.3 Interaction between processing level and explicit-implicit assessment
• 2.3 Theoretical Basis
• 2.3.1 Input Hypothesis
• 2.3.2 Noticing Hypothesis
• 2.3.3 Depth of Processing Hypothesis
• 2.4 Empirical Study of Incidental Vocabulary Acquisition
• 2.4.1 First Language Incidental Vocabulary Acquisition
• 2.4.1.1 First language incidental vocabulary acquisition through reading
• 2.4.1.2 First language incidental vocabulary acquisition through listening
• 2.4.2 Second Language Incidental Vocabulary Acquisition
• 2.4.2.1 Second language incidental vocabulary acquisition through reading
• 2.4.2.2 Second language incidental vocabulary acquisition through listeni
• Chapter Three Research Methodology
• 3.1 Research Questions
• 3.2 Subjects
• 3.3 Instruments
• 3.3.1 Reading and audio-visual input
• 3.3.2 Target words
• 3.3.3 Subjects' transcript in national college entrance examination
• 3.3.4 Two posttests
• 3.3.5 Marking
• 3.4 Procedures
• Chapter Four Results and Discussion
• 4.1 Results for Research Questions
• 4.1.1 Results for research question 1
• 4.1.2 Results for research question 2
• 4.1.3 Results for research question 3
• 4.1.3.1 Comparisons between RTF and AVTF
• 4.1.3.2 Comparisons between RWT and AVWT
• 4.1.4 Results for research question 4
• 4.2 Discussion
• 4.2.1 Vocabulary retention
• 4.2.2 Input modes and IVA
• 4.2.3 English proficiency and IVA
• Chapter Five Conclusion
• 5.1 Major Research Findings
• 5.2 Pedagogical Implications
• 5.3 Research Limitations & Recommendations
• References
• Appendix I Instructions for Judgment Task
• Appendix II Instructions for Retelling Task
• Appendix III Reading Passage
• Appendix IV Immediate Test
• Appendix V Delayed Test
• Acknowledgements
• 在读期间公开发表论文（著）及科研情况