對詞匯學(xué)習(xí)的研究一直是人類研究語言習(xí)得的重要部分。詞匯的學(xué)習(xí)作為個體語言習(xí)得的關(guān)鍵因素,受到了教育界的廣泛關(guān)注。在早期的研究中就已經(jīng)表明了對不熟悉的詞語進(jìn)行積極的推理,可以促進(jìn)語言習(xí)得,后續(xù)的研究中還指出,學(xué)習(xí)者從句子層面推斷詞義的能力要比從語篇層面推斷詞義的能力強(qiáng)。在實(shí)際的詞匯教學(xué)中,我們通常會舉一個到三個例句,因此,本研究旨在比較詞匯重復(fù)對高中生文本與句子閱讀中詞匯附帶習(xí)得的影響。本文主要從以下幾個方面進(jìn)行研究:(1)詞匯重復(fù)對語篇和句子語境之間詞匯詞形習(xí)得的影響;(2)詞匯重復(fù)對語篇和句子語境之間詞匯詞意習(xí)得的影響;(3)詞匯重復(fù)對語篇和句子語境之間詞匯語法功能習(xí)得的影響。沈陽市十一中188名一年級學(xué)生參加了本次研究。共分為五個平行班,其中一個班被選作前測組,用于選擇目標(biāo)詞。另外四個班是實(shí)驗班,以課文或句子的形式閱讀材料,目標(biāo)詞以不同的重復(fù)次數(shù)出現(xiàn)。在實(shí)驗組閱讀后,馬上進(jìn)行即時詞匯測試,一周之后再進(jìn)行詞匯延時測試。采用SPSS軟件對數(shù)據(jù)進(jìn)行定量分析。結(jié)果表明,每個實(shí)驗班在課文或句子語境中都附帶習(xí)得了詞匯。詞匯重復(fù)三次以上的附帶習(xí)得效果比詞匯出現(xiàn)一次的附帶習(xí)得效果要好。只有當(dāng)詞匯重...

【文章頁數(shù)】：84 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 purposes
    1.3 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 Definition of word knowledge
        2.1.3 Definition of vocabulary acquisition
    2.2 Theoretical background
        2.2.1 The Input hypothesis model
        2.2.2 Depth of Processing Theory
        2.2.3 Involvement Load Hypothesis
    2.3 Related researches of incidental vocabulary acquisition in reading contexts
        2.3.1 The effect of reading texts on incidental vocabulary acquisition
        2.3.2 The effect of reading sentences on incidental vocabulary acquisition
        2.3.3 The effect of words frequency on incidental vocabulary acquisition
    2.4 Summary
Chapter Three Research Methodology
    3.1 Research questions
    3.2 Participants
    3.3 Target words
    3.4 Reading materials
    3.5 Instruments
        3.5.1 An English proficiency level test
        3.5.2 Vocabulary Knowledge Scale
        3.5.3 Immediate posttest
        3.5.4 Delayed posttest
    3.6 Procedures
Chapter Four Results and Discussion
    4.1 Analysis of the English proficiency level test
    4.2 Selection of the target words
    4.3 Results and analysis of orthographic form
        4.3.1 Comparison of the effect of frequency and contexts modes on form
        4.3.2 Comparison of immediate and delayed posttest on word form
    4.4 Results and analysis of recall of meaning
        4.4.1 Comparison of the effects of frequency and contexts modes on meaning
        4.4.2 Comparison of immediate and delayed posttest on word meaning
    4.5 Results and analysis of grammatical function
        4.5.1 Comparison of the effect of frequency and contexts modes on grammatical function
        4.5.2 Comparison of immediate and delayed posttest on word grammatical function
    4.6 Summary and discussion
Chapter Five Conclusion
    5.1 The major findings
    5.2 Pedagogical implications
    5.3 The limitations and suggestions of further research
Bibliography
Appendix Ⅰ Reading materials (TF₁)
Appendix Ⅱ Reading materials (TF₃)
Appendix Ⅲ Reading materials (SF₁)
Appendix Ⅳ Reading materials (SF₃)
Appendix Ⅴ An English proficiency level test
Appendix Ⅵ Vocabulary knowledge test
Acknowledgements
The list of the research papers published by the author



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