不同的阅读任务对词汇习得的影响

不同的阅读任务对词汇习得的影响

论文摘要

本研究以Laufer&Hulstijn(2001)提出的“投入量假设”为理论框架,考察了不同的阅读任务对词汇习得的效果。该假设认为词汇的保持效果取决于学习者对词汇学习的投入量,该投入量由三个因素:需求、搜求和评估组成,通常高投入量会带来更好的词汇习得效果。该假设的提出对词汇习得理论的建立有深远的意义。然而到目前为止还没有太多的相关实证研究,而且已有的实证研究结果也没有完全证实投入量假设。除此以外,组成投入量的三个因素还有待进一步定义和量化。为验证并丰富投入量假设,来自武汉科技大学城市学院大二非英语专业四个平行班的133名学生参加了本次实验。该实验设计了四种不同的阅读任务(阅读并回答问题,阅读并完成填空,阅读并猜测目标词意义,阅读并用目标词造句)在正常的上课时间随机分配给受试者完成。此研究历时三周,包括一次前测,一次即时测试和一周后的延时测试,实验完成后,用SPSS13.0统计软件对数据进行了分析。该实验主要探讨以下三个问题:1.不同投入量的阅读任务对词汇习得的效果如何?2.不同投入量的阅读任务对词汇保持的效果如何?3.相同投入量的阅读任务对词汇习得的效果如何?研究结果表明,不同投入量的阅读任务能够促进英语学习者习得词汇,但投入量大的阅读任务并不一定促成更好的词汇习得效果。在两次词汇测试中,即时测试成绩明显好于延时测试,说明随着时间的推移,学习者习得的部分词汇知识有所损耗。此外相同投入量的输出任务比输入任务更有利于词汇的习得。本实验结果仅部分支持了投入量假设。基于实验结果,本研究还对进一步完善投入量假设,对英语词汇教学及词汇习得的后续研究提出了一些建议。

论文目录

  • Abstract
  • 摘要
  • List of the Tables
  • 1. Introduction
  • 1.1 Research Background
  • 1.2 Organization of the Thesis
  • 2. Literature Review
  • 2.1 Related Theories
  • 2.1.1 Input Hypothesis
  • 2.1.2 Noticing
  • 2.1.3 Depth of Processing
  • 2.1.4 Involvement Load Hypothesis
  • 2.1.4.1 The Background of the Involvement Load Hypothesis
  • 2.1.4.2 Assumptions of the Involvement Load Hypothesis
  • 2.1.4.3 Three Components of the Involvement Load Hypothesis
  • 2.1.4.4 Task-induced Involvement Load
  • 2.1.4.5 Limitations
  • 2.2 Empirical Studies on Involvement Load Hypothesis at Home and Abroad
  • 2.2.1 Empirical Studies on Involvement Load Hypothesis at Home
  • 2.2.2 Empirical Studies on the Involvement Load Hypothesis at Abroad
  • 3. Research Methodology
  • 3.1 Research Questions and Research Purpose
  • 3.2 Research Design
  • 3.3 Participants
  • 3.4 Reading Materials
  • 3.5 Target Words
  • 3.6 Four Reading Tasks
  • 3.7 Procedures
  • 3.8 Testing and Scoring
  • 3.9 Data Analysis
  • 4. Results and Discussion
  • 4.1 Results of the Study
  • 4.1.1 Results of Question 1
  • 4.1.1.1 Results of the Immediate Vocabulary Test
  • 4.1.1.2 Results of the Delayed Vocabulary Test
  • 4.1.2 Result of Question 2
  • 4.1.3 Result of Question 3
  • 4.2 Discussion of the Results
  • 4.2.1 Discussion of Question 1
  • 4.2.2 Discussion of Question 2
  • 4.2.3 Discussion of Question 3
  • 4.2.4 Reassessing the Involvement Load Hypothesis
  • 4.2.4.1 Reassessing the Component of "need"
  • 4.2.4.2 Reassessing the Component of "search"
  • 4.2.4.3 Reassessing the Component of "evaluation"
  • 4.2.4.4 Reassessing of the Assumptions of the Involvement Load Hypothesis
  • 5. Conclusion
  • 5.1 Summary of the Main Findings
  • 5.2 Pedagogical Implications
  • 5.3 Limitations of the Present Study
  • Bibliography
  • Appendix 1: Reading task 1
  • Appendix 2: Reading task 2
  • Appendix 3: Reading task 3
  • Appendix 4: Reading task 4
  • Appendix 5: Pretest
  • Appendix 6: The immediate vocabulary test
  • Appendix 7: The delayed vocabulary test
  • Acknowledgements
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    不同的阅读任务对词汇习得的影响
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