文章难度对阅读中第二语言词汇附带习得的影响

论文摘要

本文目的在于研究第二语言学习者词汇附带习得的特点和心理机制,为全面揭示词汇附带习得的内在本质,创建更为完善的词汇附带习得理论提供实证基础,同时,也为第二语言学习者有效地利用阅读过程附带习得词汇提供有益启示。本研究基于投入任务量假设和输入假设理论,深入研究了第二语言阅读与词汇附带习得之间的关系。特别研究了阅读文章的不同难度对两者关系的影响。本实验的研究对象是90名学生,随机分成三组,每组学生分别阅读简单,较难及高难三种不同难度的文章。阅读过后进行了词汇知识量度测验,并对文章内容进行了书面复写以检验他们的阅读理解水平。二十一天之后再次进行了词汇知识量度测验。最后用SPSS 12.0对从实验获得的数据进行了分析。对实验结果的分析可知,阅读理解与词汇习得有一定的联系。T- units分析的结果表明对于难度不同的文章,随着对阅读理解的深入词汇的习得都会有相应的提高。但是我们仍然观察到文章的不同难度对词汇的习得也有影响。相对于比较难的文章来说,阅读简单的文章能够习得更多的词汇,但是这种差别并不明显。阅读高难文章的学生在阅读理解的过程当中遇到了困难,这直接导致了他们相对于阅读较易文章的学生在词汇习得方面的差距。本次研究表明阅读文章的难度在很大程度上影响着词汇附带习得,合适的文章难度将会更有利于引起学生的注意力,帮助学生分析和理解文章,并最终习得词汇。

论文目录

• ACKNOWLEDGEMENTS
• 摘要
• ABSTRACT
• 1. INTRODUCTION
• 1.1 Orientation for the Study
• 1.2 Research Questions
• 1.3 Contents and Organization of the Thesis
• 2. LITERATURE REVIEW
• 2.1 Incidental Vocabulary Learning Hypothesis
• 2.2 Intentional and Incidental Vocabulary Acquisition
• 2.3 A cognitive view of incidental vocabulary acquisition
• 2.3.1 The Text Comprehension Process: Mental Modeling
• 2.3.2 The meaning of words in a text: Text level and word level interacting
• 2.3.3 The Specification of Contextual Word Meaning: Constructing Conceptual Knowledge
• 2.3.4 From Meaning Specification to Vocabulary Acquisition: Acquiring New Words through Reading
• 2.4 Some Conclusions about Incidental Vocabulary Acquisition
• 2.5 Two Related Theories: Involvement Load Hypothesis and Input Hypothesis
• 2.5.1 Involvement Load Hypothesis
• 2.5.2 Krashen's Comprehensible Input Hypothesis
• 2.6 A Review of Empirical Research on Incidental Vocabulary Acquisition
• 3. AN EMPIRICAL STUDY
• 3.1 Participants and Design
• 3.1.1 Participants
• 3.1.2 Materials
• 3.1.2.1 Materials Selection
• 3.1.2.2 The T-Unit Analysis
• 3.1.3 Target Words
• 3.1.4 Recall Protocol for Reading Comprehension
• 3.2 The Measurement: Vocabulary Knowledge Scale （VKS）
• 3.3 Procedures
• 3.3.1 Pilot
• 3.3.2 Treatment
• 3.3.2.1 Immediate Posttests
• 3.3.2.2 The Written Recall
• 3.3.2.3 The Delayed Posttest
• 3.4 Data Analysis
• 4. ANALYSIS AND DISSCUSSIONS
• 4.1 Overview
• 4.2 Reading Comprehension and the Incidental Vocabulary Acquisition
• 4.3 The Effect of Text Difficulty on Vocabulary Gain （Immediate Posttest）
• 4.4 The Effect of Text Difficulty on Vocabulary Retention （Delayed Posttest）
• 4.5 Discussions
• 4.5.1 The Role of Passage Comprehension in Incidental Vocabulary Acquisition
• 4.5.2 The Text Difficulty as Influential Factor on Incidental Vocabulary Acquisition
• 4.6 Other Findings
• 5. CONCLUSION
• 5.1 Implications
• 5.2 Limitations and Suggestions for the Future Research
• REFERENCES
• APPENDIX