本文選題：詞匯 + 閱讀任務��； 參考：《新疆師范大學》2015年碩士論文

【摘要】：英國語言學家威爾金斯(1976)曾指出:“沒有語法,人們能表達的東西很少,而如果沒有詞匯,則什么也不能表達�！蹦壳�,為了提高詞匯量,多數(shù)英語學習者仍采用死記硬背的方式來積累詞匯,記憶單詞也使得許多人頭疼。因此如何高效的習得詞匯,成為二語學習的關(guān)鍵。近年來,國內(nèi)針對大學生在二語的附帶詞匯習得上有了越來越多的研究,旨在研究出高效的記憶單詞的方法,以減輕其學習負擔。筆者以附帶詞匯習得為切入點,以投入量假說為基礎(chǔ)理論,對比輸出型閱讀任務和輸入型閱讀任務對高三學生附帶詞匯習得效果的影響。本研究以阿勒泰哈巴河縣高級中學高三年級兩個理科平行班103人為研究對象,其中6班為輸出閱讀任務組,8班為輸入閱讀任務組。本研究包括3篇閱讀以及其即時附帶詞匯習得測試和延時附帶詞匯習得測試。研究初期筆者對研究對象進行詞匯量水平測試及英語閱讀水平成績的收集整理,之后發(fā)放含有不同任務的閱讀材料并對受試者進行即時附帶詞匯習得測試。一周后對受試者進行延時附帶詞匯習得測試。并對學生進行問卷調(diào)查。最后筆者對所收集的數(shù)據(jù)采用SPSS軟件進行統(tǒng)計分析得出以下結(jié)論:一、閱讀過程中,無論是即時附帶詞匯習得還是延時附帶詞匯習得,輸出型閱讀任務較之輸入型閱讀任務更有利于其進行附帶詞匯習得。二、閱讀水平對附帶詞匯習得沒有顯著性影響。受試者的詞匯量水平只有小部分達到了新課標要求,可見該校的學生在英語詞匯量上需要多下功夫。本研究從詞匯附帶習得的角度進一步驗證了輸出型閱讀任務更有利于高中生在閱讀中附帶習得詞匯,同時也為附帶詞匯習得理論和輸出理論的可行性和操作性提供了實踐支撐。在實踐上,本研究不僅能為中學教師的教學提供有效建議,提高高中英語詞匯和閱讀教學的效果,而且對高中生選擇詞匯學習方法,提高學習效率也有一定的指導意義。
[Abstract]:Wilkins, an English linguist, once pointed out: "without grammar, people can express very little, but without vocabulary nothing can be said." At present, in order to improve vocabulary, most English learners still use rote memorization to accumulate vocabulary, and memorizing words makes many people have a headache. Therefore, how to acquire vocabulary efficiently becomes the key to second language learning. In recent years, there have been more and more researches on incidental vocabulary acquisition of second language (L2) among college students in China, aiming at finding out efficient methods of memorizing words in order to lighten their learning burden. Taking incidental vocabulary acquisition as the starting point and the involvement load hypothesis as the basic theory, the author contrasts the effects of output reading task and input reading task on the effect of incidental vocabulary acquisition. In this study, 103 students in two parallel science classes in the third year of senior middle school in Altaihaba County were studied, of which 6 classes were output reading task groups and 8 classes were input reading task groups. The present study includes three articles of reading and its immediate incidental vocabulary acquisition test and delayed incidental vocabulary acquisition test. At the beginning of the study, the subjects were given vocabulary tests and English reading scores were collected and collated. After that, reading materials with different tasks were distributed and incidental vocabulary acquisition tests were carried out on the subjects. A week later, the subjects were given a delayed incidental vocabulary acquisition test. And carry on the questionnaire to the student. Finally, the author makes a statistical analysis of the data collected by SPSS software and draws the following conclusions: first, in the process of reading, either immediate incidental vocabulary acquisition or delayed incidental vocabulary acquisition. Output reading task is more favorable to incidental vocabulary acquisition than input reading task. Second, the level of reading has no significant effect on incidental vocabulary acquisition. Only a small part of the subjects' vocabulary level has met the new curriculum requirements, which shows that the students in the school need to work hard on their English vocabulary. From the perspective of incidental vocabulary acquisition, this study further verifies that the output reading task is more beneficial to senior high school students in incidental vocabulary acquisition, and it also provides practical support for the feasibility and operation of incidental vocabulary acquisition theory and output theory. In practice, this study can not only provide effective suggestions for the teaching of middle school teachers and improve the effect of English vocabulary and reading teaching in senior high school, but also has certain guiding significance for senior high school students to choose vocabulary learning methods and improve their learning efficiency.
【學位授予單位】：新疆師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.41

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本文編號：2005095