【摘要】：在外語(yǔ)學(xué)習(xí)中,詞匯的重要性已經(jīng)受到越來(lái)越多學(xué)者的重視,詞匯作為語(yǔ)言學(xué)習(xí)的基礎(chǔ),貫穿英語(yǔ)學(xué)習(xí)的始終。詞匯量的大小是培養(yǎng)聽(tīng),說(shuō),讀,寫等各項(xiàng)技能的基礎(chǔ),因此如何有效地提高詞匯習(xí)得成為眾多學(xué)者廣泛探討的問(wèn)題。本研究基于投入量假設(shè),設(shè)計(jì)出三個(gè)不同的閱讀任務(wù)(閱讀理解,翻譯劃線句子,用目標(biāo)詞復(fù)寫文章),以此比較不同投入量的閱讀任務(wù)對(duì)詞匯附帶習(xí)得的影響。本研究具體研究了以下3個(gè)問(wèn)題:1、不同投入量的任務(wù)是與詞匯附帶習(xí)得的關(guān)系如何?2、哪種閱讀任務(wù)更能促進(jìn)詞匯附帶習(xí)得?3、三種不同閱讀任務(wù)中,哪種任務(wù)對(duì)目標(biāo)詞匯的記憶保持最好?江西贛州某中學(xué)高二年級(jí)3個(gè)平行班的學(xué)生參加了本次實(shí)驗(yàn),三個(gè)班被隨機(jī)分配到不同的閱讀任務(wù)。在主體實(shí)驗(yàn)之前,3個(gè)班的學(xué)生分別參加了前測(cè),包括最近一次期中考試成績(jī)的分析以及英語(yǔ)詞匯量水平測(cè)試(Nation’s 3000 vocabulary level test且P=0.4150.05),前測(cè)結(jié)果證明3個(gè)班之間英語(yǔ)水平相當(dāng),并無(wú)顯著差異。主體實(shí)驗(yàn)過(guò)程中3個(gè)班被隨機(jī)分配三種不同閱讀任務(wù),完成后,立即對(duì)目標(biāo)詞進(jìn)行了即時(shí)詞匯測(cè)試。一個(gè)星期之后對(duì)目標(biāo)詞進(jìn)行延時(shí)詞匯測(cè)試,目標(biāo)詞不變,順序打亂。三次測(cè)試均未告知受試者。數(shù)據(jù)收集之后,本研究通過(guò)SPSS 21.0對(duì)數(shù)據(jù)進(jìn)行分析,得出以下結(jié)論:1.不同投入量任務(wù)對(duì)詞匯附帶習(xí)得有不同的影響,但由于遺忘因素的作用,詞匯習(xí)得率有所下降。2.部分驗(yàn)證了投入量高的任務(wù)比投入量低的任務(wù)產(chǎn)生更好的詞匯習(xí)得效果。3.三種閱讀任務(wù)中,復(fù)寫任務(wù)組的詞匯附帶習(xí)得保持效果最好,而數(shù)據(jù)結(jié)果并未顯示其它兩種任務(wù)在詞匯附帶習(xí)得方面是否有顯著不同。本研究部分驗(yàn)證并且豐富了投入量假設(shè)。對(duì)于高中英語(yǔ)詞匯教學(xué)提出以下兩點(diǎn)建議:1.在詞匯教學(xué)方面,教師可以將詞匯附帶習(xí)得可以作為傳統(tǒng)詞匯教學(xué)的有效補(bǔ)充,根據(jù)不同的需求有意識(shí)地設(shè)計(jì)出不同的閱讀任務(wù),其中在設(shè)計(jì)閱讀任務(wù)時(shí),應(yīng)盡量采用投入量大的復(fù)寫任務(wù),以促進(jìn)詞匯習(xí)得。2.教師同時(shí)還應(yīng)該積極鼓勵(lì)學(xué)生通過(guò)各種方法(看英文雜志,英文電影),改變過(guò)去單憑記憶或者教師講解獲得詞匯知識(shí)的方式,提高詞匯量。
[Abstract]:In foreign language learning, the importance of vocabulary has been paid more and more attention by more and more scholars. Vocabulary, as the basis of language learning, runs through English learning. The size of vocabulary is the foundation of listening, speaking, reading, writing and so on. Therefore, how to improve vocabulary acquisition effectively has been widely discussed by many scholars. Based on the involvement load hypothesis, this study designed three different reading tasks (reading comprehension, translation of underlined sentences, and rewriting articles with target words) to compare the effects of reading tasks with different input loads on incidental vocabulary acquisition. This study specifically studied the following three questions: 1, what is the relationship between the task of different involvement load and incidental vocabulary acquisition? 2, which reading task can promote incidental vocabulary acquisition? 3, among the three different reading tasks, Which task has the best memory of the target vocabulary? Three parallel classes of grade two in Ganzhou, Jiangxi province participated in the experiment. The three classes were randomly assigned to different reading tasks. Before the main experiment, the students of the three classes took the pre-test, including the analysis of the scores of the last midterm exam and the English vocabulary test (Nation's 3000 vocabulary level test and P0. 415 05). The pre-test results show that the English proficiency of the three classes is the same, but there is no significant difference between the three classes. Three classes were randomly assigned three different reading tasks in the course of the experiment, and the target words were tested immediately after completion. A week later, the target words were tested in a delayed lexical test, the target words remained the same and the order of the target words was disrupted. None of the three tests informed the subjects. After data collection, the data were analyzed by SPSS 21.0, and the following conclusions were drawn: 1. Different input tasks have different effects on incidental vocabulary acquisition, but the rate of vocabulary acquisition has decreased because of forgetting factors. 2. It is partly verified that tasks with high involvement load have better vocabulary acquisition effect than tasks with lower involvement load. Among the three kinds of reading tasks, the repetition task group had the best effect on incidental vocabulary acquisition, but the data did not show whether the other two tasks had significant differences in incidental vocabulary acquisition. This study partially validates and enriches the involvement load hypothesis. The following two suggestions are put forward for English vocabulary teaching in senior high school: 1. In vocabulary teaching, teachers can take incidental vocabulary acquisition as an effective supplement to traditional vocabulary teaching, and consciously design different reading tasks according to different needs. In order to promote vocabulary acquisition, we should adopt the task of duplicating words with large amount of involvement as far as possible. 2. Teachers should also actively encourage students to improve their vocabulary by means of various methods (reading English magazines and movies) and changing the way they used to rely solely on memory or teachers' explanation to acquire vocabulary knowledge.
【學(xué)位授予單位】：贛南師范學(xué)院
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.41

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