詞匯,作為句子、文章的基本組成部分,不僅是語(yǔ)言學(xué)習(xí)的關(guān)鍵與基礎(chǔ),一直以來(lái)也是二語(yǔ)研究者關(guān)注之焦點(diǎn)。除傳統(tǒng)的詞匯教學(xué)外,詞匯的附帶習(xí)得研究也引起了學(xué)者的普遍關(guān)注,在此之中,學(xué)者們普遍認(rèn)為閱讀是提高學(xué)生詞匯量的有效方式,然而,有關(guān)閱讀中生詞注釋形式的實(shí)證研究卻較少,針對(duì)初中學(xué)段的英文學(xué)習(xí)者的研究更少。因此,本文以以可理解性語(yǔ)言輸入假說(shuō)、深層加工理論與投入量假說(shuō)作為理論依據(jù),旨在探索旨在探索閱讀中單一中文注釋、多選中文注釋、單一英文注釋與多選英文注釋對(duì)初中學(xué)生詞匯附帶習(xí)得效果。研究選取了初一至初三年級(jí)六個(gè)平行班中的180人作為研究對(duì)象,依據(jù)年級(jí)分為初一組、初二組與初三組,同組受試接受帶有4種不同生詞注釋形式的2篇閱讀理解,每篇閱讀理解包含4個(gè)目標(biāo)詞匯,完成閱讀理解后立即進(jìn)行即時(shí)詞匯測(cè)試,一周后進(jìn)行延時(shí)詞匯測(cè)試。最后研究者對(duì)所得數(shù)據(jù)采用SPSS17.0軟件進(jìn)行統(tǒng)計(jì)分析,并得出了以下結(jié)果:1)初中學(xué)段學(xué)生能夠通過閱讀理解進(jìn)行詞匯附帶習(xí)得。2)無(wú)論是在延時(shí)還是在即時(shí)測(cè)試中,多選中文注釋的分?jǐn)?shù)都最高,表明多選中文注釋最有利于初中生在閱讀理解中附帶習(xí)得詞匯。3)在初一至初三三個(gè)年級(jí)中,詞匯附帶習(xí)得效果... 

【文章來(lái)源】：西安外國(guó)語(yǔ)大學(xué)陜西省

【文章頁(yè)數(shù)】：84 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
ACKNOWLEDGEMENTS
abstract
摘要
CHAPTER Ⅰ INTRODUCTION
    1.1 Research Background
    1.2 Research Purposes
    1.3 Significance of Research
    1.4 Framework of the Paper
CHAPTER Ⅱ LITERATURE REVIEW
    2.1 Core Concepts
        2.1.1 Incidental Vocabulary Acquisition
        2.1.2 Glosses
    2.2 Theoretical Bases for the Study
        2.2.1 Krashen's Language Input Hypothesis
        2.2.2 The Depth of Processing Theory
        2.2.3 The Involvement Load Hypothesis
    2.3 Influencing Factors of Incidental Vocabulary Acquisition
        2.3.1 Learner factors
            2.3.1.1 Learners' reading ability and familiarity with the topic
            2.3.1.2 The vocabulary size of L2 learners
            2.3.1.3 Learners' ability of guessing new words
        2.3.2 Reading material factors
            2.3.2.1 The proportion of the new words in the text
            2.3.2.2 The frequency of new words appearing in the text
            2.3.2.3 Reading tasks
    2.4 The Related Studies
        2.4.1 Empirical studies on single and multiple-choice glosses
        2.4.2 Empirical studies on the L1 and L2 glosses
CHAPTER Ⅲ RESEARCH METHOD
    3.1 Research Questions
    3.2 Research Assumptions
    3.3 Research Subjects
    3.4 Research Instruments
        3.4.1 Reading comprehensions and target vocabularies
        3.4.2 The scoring criteria
    3.5 Research Methods
        3.5.1 Documentary research method
        3.5.2 Experimental method
CHAPTER Ⅳ RESULTS AND DISCUSSION
    4.1 Results of Data Analyses
        4.1.1 Results of the incidental vocabulary test
        4.1.2 Results of the delayed test
        4.1.3 A Comparison of drop rates in the two tests
        4.1.4 Differences in the incidental vocabulary acquisition among grades
    4.2 Discussion
CHAPTER Ⅴ CONCLUSION
    5.1 Major Findings
    5.2 Implications for Pedagogy
    5.3 Limitations of the Study and Suggestions for Future Researches
REFERENCES
APPENDICES
    Appendix Ⅰ Reading Materials and Vocabulary Tests in Grade Seven
    Appendix Ⅱ Reading Materials and Vocabulary Tests in Grade Eight
    Appendix Ⅲ Reading Materials and Vocabulary Tests in Grade Nine


【參考文獻(xiàn)】：
期刊論文
[1]注釋方式對(duì)二語(yǔ)閱讀中詞匯附帶習(xí)得影響的研究概述[J]. 吳丹,王曉靜,宋曉煥.  考試周刊. 2016(A5)
[2]不同注釋方式對(duì)詞匯附帶習(xí)得的影響[J]. 曹佳學(xué),宋嬌.  外語(yǔ)學(xué)刊. 2014(01)
[3]詞匯附帶習(xí)得及其相應(yīng)詞匯知識(shí)儲(chǔ)備——第二語(yǔ)言詞匯附帶習(xí)得研究之一[J]. 趙龍武,楊杰.  外語(yǔ)學(xué)刊. 2010(03)
[4]自然閱讀中的詞匯附帶習(xí)得研究[J]. 張憲,亓魯霞.  外語(yǔ)教學(xué)與研究. 2009(04)
[5]不同投入量的任務(wù)對(duì)產(chǎn)出性詞匯知識(shí)附帶習(xí)得的作用[J]. 李燕.  外語(yǔ)教學(xué)理論與實(shí)踐. 2008(02)
[6]通過閱讀附帶學(xué)習(xí)英語(yǔ)詞匯的實(shí)證研究[J]. 許洪,武衛(wèi).  外國(guó)語(yǔ)言文學(xué). 2007(02)
[7]英語(yǔ)閱讀中單詞注釋對(duì)詞匯學(xué)習(xí)的影響研究[J]. 呂紅梅,姚梅林,杜煜旻.  心理科學(xué). 2005(06)
[8]第二語(yǔ)言詞匯附帶習(xí)得研究[J]. 李紅,田秋香.  外語(yǔ)教學(xué). 2005(03)
[9]多項(xiàng)選擇注釋對(duì)英語(yǔ)詞匯附帶習(xí)得的作用[J]. 段士平,嚴(yán)辰松.  外語(yǔ)教學(xué)與研究. 2004(03)
[10]詞匯附帶習(xí)得研究概述[J]. 蓋淑華.  解放軍外國(guó)語(yǔ)學(xué)院學(xué)報(bào). 2003(02)



本文編號(hào)：3574976