如今,學(xué)生們總是通過教師教授、進(jìn)行各種有意識(shí)的詞匯練習(xí)或者背誦詞匯表來學(xué)習(xí)詞匯,這些途徑不僅枯燥,而且學(xué)習(xí)效果不明顯。因此,如何在閱讀中有效地習(xí)得新詞匯,一直是研究者和教師們迫切關(guān)注的問題。1985年,Nagy,Herman和Anderson在研究兒童母語詞匯學(xué)習(xí)的基礎(chǔ)上提出了詞匯附帶習(xí)得,這在一定程度上解決了一些詞匯學(xué)習(xí)的問題。Nagy和他的同事進(jìn)一步明確了附帶習(xí)得理論并對一語和二語習(xí)得影響深遠(yuǎn)。他們認(rèn)為,詞匯附帶習(xí)得是一個(gè)逐步的過程,在此之中,詞匯浮現(xiàn)次數(shù)的增加利于習(xí)得全部的詞匯知識(shí)。在現(xiàn)今的英語詞匯教學(xué)中,為了促進(jìn)高中生詞匯習(xí)得的效果,本研究嘗試通過重復(fù)閱讀使學(xué)生附帶習(xí)得詞匯。本研究試回答以下問題:第一,在重復(fù)高中英語閱讀環(huán)境下,名詞、動(dòng)詞和形容詞在詞形方面的附帶習(xí)得效果有何差異?第二,在重復(fù)高中英語閱讀環(huán)境下,名詞、動(dòng)詞和形容詞在詞義方面的附帶習(xí)得效果有何差異?本研究擬選取沈陽市第35高級中學(xué)一年級的兩個(gè)平行班共83名學(xué)生作為被試對象:四班（41人）做先導(dǎo)測試以選擇目標(biāo)詞匯,五班（42人）為實(shí)驗(yàn)班級。在前測之后,實(shí)驗(yàn)班接受含有目標(biāo)詞重復(fù)的閱讀任務(wù)并隨之進(jìn)行后測。本實(shí)驗(yàn)的結(jié)果將進(jìn)... 

【文章頁數(shù)】：71 頁

【學(xué)位級別】：碩士

【文章目錄】：
Abstract
摘要
Chapter One Introduction
    1.1 Research background
    1.2 Research significance and purpose
    1.3 The overall structure of the thesis
Chapter Two Literature review
    2.1 Incidental Vocabulary Acquisition
        2.1.1 Definition of Incidental Vocabulary Acquisition
        2.1.2 Theoretical foundations
    2.2 Introduction to vocabulary knowledge
    2.3 Related research on IVA in reading
        2.3.1 Related research of IVA through repetition in reading
        2.3.2 Related research of IVA on different word classes through reading
    2.4 Summary
Chapter Three Research methodology
    3.1 Research questions
    3.2 Participants
    3.3 Reading material
    3.4 Target words
    3.5 Instruments
        3.5.1 A Senior High School Entrance Examination Paper
        3.5.2 Vocabulary knowledge test for choosing the target words
        3.5.3 Pretest
        3.5.4 Immediate posttest
        3.5.5 Delayed posttest
        3.5.6 Reading comprehension task
        3.5.7 SPSS19.0
    3.6 Procedures
        3.6.1 English proficiency level test
        3.6.2 Pilot study for choosing the target words
        3.6.3 Pretest for vocabulary knowledge in EC
        3.6.4 Reading task
        3.6.5 Immediate posttest
        3.6.6 Delayed posttest
    3.7 Data collection
Chapter Four Results and discussion
    4.1 Results and analysis of the pretest in form and meaning
    4.2 Results and analysis of the immediate posttest in form and meaning
    4.3 Results and discussion of RQ
        4.3.1 Results and analysis of nouns in form of the immediate posttest
        4.3.2 Results and analysis of verbs in form of the immediate posttest
        4.3.3 Results and analysis of adjectives in form of the immediate posttest
        4.3.4 Comparison of the effects of different word classes on word form
        4.3.5 Results and analysis of the delayed posttest in form
        4.3.6 Discussion of RQ
    4.4 Results and analysis of RQ
        4.4.1 Results and analysis of nouns in meaning of the immediate posttest
        4.4.2 Results and analysis of verbs in meaning of the immediate posttest
        4.4.3 Results and analysis of adjectives in meaning of the immediate posttest
        4.4.4 Comparison of the effects of different word classes on word meaning
        4.4.5 Results and analysis of the delayed posttest in meaning
        4.4.6 Discussion of RQ
    4.5 Summary of the results and discussion
Chapter Five Conclusion
    5.1 Major findings
    5.2 Pedagogical implications
    5.3 Limitations of the study and suggestions for future studies
Bibliography
Appendix Ⅰ: Reading material for choosing the target words
Appendix Ⅱ: Vocabulary knowledge test for choosing the target words
Appendix Ⅲ: Results for choosing the target words
Appendix Ⅳ: Reading comprehension task
Appendix Ⅴ: Pretest
Appendix Ⅵ: Immediate posttest
Appendix Ⅶ : Delayed posttest
Acknowledgements
The list of the research papers published by the author


【參考文獻(xiàn)】：
期刊論文
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[8]詞性及其識(shí)別對漢語伴隨性詞匯學(xué)習(xí)的影響[J]. 干紅梅.  漢語學(xué)習(xí). 2010(03)
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碩士論文
[1]教材中詞匯復(fù)現(xiàn)率對學(xué)生詞匯習(xí)得影響的研究[D]. 張季偉.南京師范大學(xué) 2011
[2]教材中的詞匯輸入頻率對二語詞匯習(xí)得的影響[D]. 王鐳.南京師范大學(xué) 2008



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