發(fā)布時(shí)間：2023-01-06 19:22

　　詞匯附帶習(xí)得已被證實(shí)為二語(yǔ)學(xué)習(xí)者擴(kuò)大詞匯量的的重要途徑之一。近來(lái)更多的研究開(kāi)始探究影響二語(yǔ)閱讀中學(xué)習(xí)者、語(yǔ)篇、詞匯等各層面因素對(duì)詞匯附帶習(xí)得的影響,但研究結(jié)果仍未有定論,尤其缺乏對(duì)高中階段英語(yǔ)學(xué)習(xí)者的研究。故本研究旨在回答以下三個(gè)問(wèn)題:1)中國(guó)高中生在二語(yǔ)閱讀過(guò)程中如何進(jìn)行詞匯附帶習(xí)得?存在哪些問(wèn)題?2)語(yǔ)篇層面因素（如話題熟悉度和文學(xué)類(lèi)型）如何影響詞匯的習(xí)得和保留?3)目標(biāo)語(yǔ)的某些特征,如詞性和長(zhǎng)度,如何影響對(duì)詞匯的習(xí)得和記憶?本研究在某重點(diǎn)高中進(jìn)行英語(yǔ)語(yǔ)篇閱讀與詞匯量測(cè)試及其相關(guān)實(shí)驗(yàn)。92名高中一年級(jí)學(xué)生參加了這項(xiàng)研究。正式的閱讀實(shí)驗(yàn)前的詞匯量測(cè)試表明他們是中級(jí)水平的英語(yǔ)學(xué)習(xí)者。在閱讀和詞匯測(cè)試之前,參與者完成一份對(duì)于他們?cè)谠~匯附帶習(xí)得方面的表現(xiàn)和態(tài)度。其后參與者被要求閱讀兩組具有相似難度水平和不同主題熟悉程度的閱讀材料。每次閱讀語(yǔ)篇之后,他們完成一些關(guān)于閱讀語(yǔ)篇內(nèi)容的復(fù)述任務(wù)并接受詞匯習(xí)得即時(shí)測(cè)試,三周后接受延時(shí)詞匯測(cè)試。研究結(jié)果表明,在二語(yǔ)閱讀中:1)中國(guó)高中學(xué)生在除了敘事閱讀以外的說(shuō)明文和議論文閱讀中都可以獲得新的詞匯。雖然學(xué)生詞匯量不低,活躍詞匯量相對(duì)較少。此外,高中學(xué)生對(duì)... 

【文章頁(yè)數(shù)】：143 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
Abstract
Chapter One Introduction
    1.1 Research Background
    1.2 Purpose of the Study
    1.3 Significance of the Study
    1.4 Organization of the Thesis
Chapter Two Literature Review
    2.1 Incidental Vocabulary Acquisition
        2.1.1 Definition of Incidental Vocabulary Acquisition
        2.1.2 Importance of Incidental Vocabulary Learning
    2.2 Reading
        2.2.1 Reading Models
        2.2.2 Reading Purposes
        2.2.3 Reading Process
    2.3 Empirical Studies on Factors that May Affect IVA in Reading
        2.3.1 Incidental Vocabulary Learning and Reading
        2.3.2 Studies on Influence Fctors on L2 IVA Abroad
            2.3.2.1 Effects of Reader-based Variables on L2 IVA
            2.3.2.2 Effects of Text-related Factors on L2 IVA
            2.3.2.3 Effects of Word-Related Features on L2 IVA
        2.3.3 Studies on IVA at Home
        2.3.4 Problems on IVA in Reading
    2.4 Theoretical Bases of the Study
        2.4.1 Noticing Hypothesis
        2.4.2 Depth of Processing Hypothesis
        2.4.3 Involvement Load Hypothesis
    2.5 Summery
Chapter Three Methodology
    3.1 Research Questions
    3.2 Participants
    3.3 Instruments
        3.3.1 Questionnaires
            3.3.1.1 A questionnaire for high school students' performance on IVA
            3.3.1.2 A Topic Familiarity Questionnaire
        3.3.2 Reading Materials
        3.3.3 Target Words
        3.3.4 Vocabulary Gain and Retention Tests
        3.3.5 An Outline of the Semi-Structured Interview
    3.4 Research Procedures
        3.4.1 Questionnaire Distribution and Pilot Study
        3.4.2 Pre-test and Reading Proficiency
        3.4.3 Reading Comprehension Task-Written Recall
        3.4.4 Vocabulary Gain Test
        3.4.5 Vocabulary Retention Test
    3.5 Data Collection and Analysis
    3.6 Summary
Chapter Four Results and Discussion
    4.1 Status Quo of High School Students' Performance on Incidental Vocabulary Acquisition
        4.1.1 The Effect of Vocabulary Size upon IVA
        4.1.2 Results of the Questionnaire and the Interview
        4.1.3 Summary
    4.2 Effectiveness of Text-Related Factors on Incidental Vocabulary Acquisition
        4.2.1 Effects of Topic Familiarity on Incidental Vocabulary Gain and Retention
        4.2.2 Effects of Type of Literature on Incidental Vocabulary Gain and Retention
    4.3 Effectiveness of Word-Related Factors on Incidental Vocabulary Acquisition
        4.3.1 Effects of Word's Length on Incidental Vocabulary Gain and Retention
        4.3.2 Effects of Word's Part of Speech on Incidental Vocabulary Gain and Retention
    4.4 Summary
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Implications
    5.3 Limitations of the present study and suggestions for further study
References
Appendices
    Appendix Ⅰ Vocabulary size test
    Appendix Ⅱ Questionnaire
    Appendix Ⅲ Topic Familiarity Questionnaire
    Appendix Ⅳ Expository Reading Tasks
    Appendix Ⅴ Week 1- Immediate Word Gain Test
    Appendix Ⅵ Argumentation Reading Tasks
    Appendix Ⅶ Immediate Word Gain Test
    Appendix Ⅷ Delayed Word Gain Test
    Appendix Ⅸ Delayed Word Gain Test
Acknowledgements
List of Publications


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期刊論文
[1]國(guó)內(nèi)第二語(yǔ)言詞匯附帶習(xí)得研究:現(xiàn)狀與發(fā)展[J]. 苗麗霞.  外語(yǔ)界. 2013(05)
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[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]話題熟悉程度對(duì)英語(yǔ)詞匯附帶習(xí)得的影響[J]. 朱煉紅.  浙江理工大學(xué)學(xué)報(bào). 2007(03)
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[7]不同閱讀目的對(duì)詞匯附帶習(xí)得的影響——一項(xiàng)基于SPSS統(tǒng)計(jì)分析的調(diào)查研究[J]. 邵艷春.  外語(yǔ)電化教學(xué). 2006(03)
[8]二語(yǔ)詞匯習(xí)得實(shí)證研究——直接學(xué)習(xí)與間接學(xué)習(xí)[J]. 郭亞莉,周星.  外語(yǔ)界. 2006(01)
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碩士論文
[1]高校非英語(yǔ)專(zhuān)業(yè)學(xué)生詞匯附帶習(xí)得的實(shí)證性研究[D]. 仇敏.山東大學(xué) 2009
[2]話題熟悉度和二語(yǔ)水平對(duì)二語(yǔ)詞匯附帶習(xí)得的影響[D]. 張玉姣.西北師范大學(xué) 2009
[3]話題熟悉度對(duì)中國(guó)英語(yǔ)專(zhuān)業(yè)大學(xué)生通過(guò)閱讀附帶習(xí)得詞匯的影響[D]. 張俊敏.重慶大學(xué) 2007
[4]主題熟悉度對(duì)閱讀中二語(yǔ)詞匯附帶習(xí)得的影響[D]. 戴佳.廣東外語(yǔ)外貿(mào)大學(xué) 2005



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