如何擴(kuò)大二語學(xué)習(xí)者的詞匯量是二語習(xí)得研究的關(guān)鍵問題之一。許多研究者證實(shí)了學(xué)習(xí)者在閱讀過程中附帶習(xí)得詞匯知識(shí)的有效性,只有極少研究關(guān)于在聽力過程中附帶習(xí)得詞匯。聽力和閱讀是兩種重要的語言輸入方式。學(xué)習(xí)者能否在聽力過程中附帶習(xí)得詞匯、增加詞匯量值得深入研究。此外,不同投入量的聽力任務(wù)是否會(huì)影響學(xué)習(xí)者詞匯附帶習(xí)得的效果也需要實(shí)證研究來檢驗(yàn)。因此,本研究基于輸入、輸出假設(shè)以及任務(wù)投入量理論,試圖探索不同投入量的聽力任務(wù)對(duì)影響詞匯附帶習(xí)得效果的影響。據(jù)此提出了兩個(gè)研究問題:1.不同投入量的聽力任務(wù)對(duì)高中生的詞匯附帶習(xí)得有沒有影響?2.不同的聽力任務(wù)分別對(duì)高中生的接受性詞匯知識(shí)和產(chǎn)出性詞匯知識(shí)有什么影響?本研究中的受試為廣州市某高中的61名高一學(xué)生。受試被分為2個(gè)實(shí)驗(yàn)小組分別完成2種不同的聽力練習(xí)任務(wù)（判斷正誤和選詞填空）。聽力時(shí)長(zhǎng)為10分鐘,聽力材料中的10個(gè)生詞為本研究中的目標(biāo)詞。受試完成聽力任務(wù)后,對(duì)他們進(jìn)行即時(shí)和延時(shí)詞匯測(cè)試,延時(shí)詞匯測(cè)試在一周后進(jìn)行。測(cè)試采用修正后的詞匯知識(shí)量表,分別對(duì)學(xué)生的接受性詞匯知識(shí)和產(chǎn)出性詞匯知識(shí)進(jìn)行考察。研究者采用SPSS20.0對(duì)實(shí)驗(yàn)結(jié)果進(jìn)行分析。研究結(jié)果表明... 

【文章來源】：廣州大學(xué)廣東省

【文章頁數(shù)】：108 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
List of Abbreviations
Chapter One Introduction
    1.1 Background of the Study
    1.2 Purpose of the Study
    1.3 Significance of This Study
    1.4 Structure of the Thesis
Chapter Two Literature Review
    2.1 Vocabulary Acquisition
        2.1.1 Vocabulary Knowledge
        2.1.2 Test of Vocabulary Acquisition
    2.2 Incidental Vocabulary Acquisition
        2.2.1 Definition of Incidental Vocabulary Acquisition
        2.2.2 Incidental Vocabulary Acquisition V.S. Intentional VocabularyAcquisition
    2.3 The Influencing Factors of Incidental Vocabulary Acquisition
        2.3.1 Vocabulary size
        2.3.2 Topic Familiarity
        2.3.3 Word-guessing Ability
    2.4 Previous Studies on IVA Through Reading and Listening at Home and Abroad
        2.4.1 Empirical Studies on IVA Through Reading and Listening Abroad
        2.4.2 Empirical Studies on IVA Through Reading and Listening at Home
    2.5 Gaps of Previous Studies on IVA
Chapter Three Theoretical Framework
    3.1 Input Hypothesis
        3.1.1 Brief Introduction to Input Hypothesis
        3.1.2 Implications of the Input Hypothesis for this Research
    3.2 Output Hypothesis
        3.2.1 Brief Introduction to the Output Hypothesis
        3.2.2 Implications of the Output Hypothesis for this Research
    3.3 Involvement Load Hypothesis
        3.3.1 Brief Introduction to Involvement Load Hypothesis
        3.3.2 Three Elements of the Involvement Load
        3.3.3 Related Empirical Studies of Involvement Load Hypothesis
Chapter Four Research Methodology
    4.1 Research Questions
    4.2 Subjects of the Study
    4.3 Variables of the study
    4.4 Material and Target Words
        4.4.1 The Selection of Listening Material
        4.4.2 Target Words
        4.4.3 Listening Tasks Design
    4.5 Instruments
        4.5.1 Vocabulary Level Test
        4.5.2 Immediate Vocabulary Test
        4.5.3 Delayed Vocabulary Test
        4.5.4 Interview
    4.6 Research Procedures
    4.7 Implementation of the experiment
        4.7.1 Pre-test
        4.7.2 Pilot study
        4.7.3 Treatment
        4.7.4 Immediate and Delayed test
        4.7.5 Data Collection and Data Analysis
Chapter Five Results and Discussions
    5.1 Results of the Immediate Vocabulary Acquisition Test
        5.1.1 Comparisons between the Effects of the Two Different Tasks
        5.1.2 Comparisons of the Productive and Receptive Vocabulary Knowledge Acquisition Effects
    5.2 Results of the Delayed Vocabulary Test
        5.2.1 Comparisons between the Two Tasks in the Delayed Test
        5.2.2 Comparisons of Two Aspects of Vocabulary Knowledge
    5.3 T-test Comparisons between the Immediate and Delayed Tests
        5.3.1 Results and Analysis of Immediate and Delayed Tests in the True or False Question Group
        5.3.2 Results and Analysis of Immediate and Delayed Tests in the Fill-in Group
    5.4 Results and Analysis of the Interview
    5.5 Discussions
        5.5.1 Task Effects on Immediate Incidental Acquisition
        5.5.2 Task effects on Delayed Incidental Acquisition
        5.5.3 Discussions of the Interview Results
Chapter Six Conclusions
    6.1 Major Findings
    6.2 Pedagogical Implications
    6.3 Limitations and Suggestions for Further Research
References
Appendixes


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