詞匯是英語(yǔ)學(xué)習(xí)中至關(guān)重要的一部分,對(duì)于高中生來(lái)說,擴(kuò)大詞匯量是提高英語(yǔ)能力的一個(gè)重要途徑。近年來(lái),越來(lái)越多的學(xué)者開始關(guān)注詞匯附帶習(xí)得的研究。詞匯附帶習(xí)得是一種隱性的詞匯習(xí)得方式。例如,學(xué)生在進(jìn)行英文閱讀,口語(yǔ)交流,聽英文歌曲時(shí)無(wú)意中習(xí)得了單詞。已有研究表明,在閱讀中附帶習(xí)得詞匯是詞匯習(xí)得的有效途徑之一,因此,本研究探討了不同投入量的閱讀任務(wù)對(duì)高中生英語(yǔ)詞匯附帶習(xí)得的影響�；谕度肓考僬f,筆者選取105名高中生為受試者,設(shè)計(jì)了三項(xiàng)投入量分別為1,2,3的閱讀任務(wù)。即閱讀理解,閱讀理解加選詞填空,閱讀理解加造句。受試者一共分為三組,每組35名學(xué)生,分別完成投入量不同的閱讀任務(wù)。然后對(duì)10個(gè)目標(biāo)詞匯進(jìn)行即時(shí)詞匯測(cè)試以及延時(shí)詞匯測(cè)試。本研究包含三個(gè)研究問題:(1)不同投入量的閱讀任務(wù)能否影響高中生英語(yǔ)的即時(shí)詞匯附帶習(xí)得的效果?(2)不同投入量的閱讀任務(wù)能否影響高中生英語(yǔ)的延時(shí)詞匯附帶保持的效果?(3)三種閱讀任務(wù)中,哪種任務(wù)對(duì)高中生英語(yǔ)的詞匯附帶習(xí)得的效果最好?研究結(jié)果表明,(1)不同投入量的閱讀任務(wù)會(huì)影響高中生英語(yǔ)的即時(shí)詞匯附帶習(xí)得的效果。具體表現(xiàn)在即時(shí)測(cè)試中,閱讀理解加選詞填空組與閱讀理解...

【文章頁(yè)數(shù)】：66 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
Chapter1 Introduction
    1.1 Research Background
    1.2 Research Purpose
    1.3 Research Significance
        1.3.1 Theoretical Significance
        1.3.2 Practical Significance
    1.4 Layout of the Thesis
Chapter2 Literature Review
    2.1 Incidental Vocabulary Acquisition
        2.1.1 Definition of Incidental Vocabulary Acquisition
        2.1.2 Incidental and Intentional Vocabulary Acquisition
    2.2 Studies on Involvement Load Hypothesis Abroad and at Home
        2.2.1 Studies on Involvement Load Hypothesis Abroad
        2.2.2 Studies on Involvement Load Hypothesis at Home
    2.3 Studies on the Effect of Reading Tasks on Incidental Vocabulary Acquisition
        2.3.1 Studies on the Effect of Reading Tasks on Incidental Vocabulary Acquisition Abroad
        2.3.2 Studies on the Effect of Reading Tasks on Incidental Vocabulary Acquisition at Home
    2.4 Summary
Chapter3 Theoretical Framework
    3.1 Krashen’s Input Hypothesis
    3.2 Depth of Processing Theory
    3.3 Involvement Load Hypothesis
    3.4 Summary
Chapter4 Methodology
    4.1 Research Questions
    4.2 Research Participants
    4.3 Research Instruments
        4.3.1 Reading Materials
        4.3.2 Target Words
        4.3.3 Task Types
        4.3.4 Tests
    4.4 Research Procedures
        4.4.1 The Pre-test
        4.4.2 The Immediate Test
        4.4.3 The Post-Test
    4.5 Scoring System
    4.6 Data Collection and Analysis
Chapter5 Results and Discussion
    5.1 The Effect of Reading Tasks on Incidental Vocabulary Acquisition in the Immediate Test
    5.2 The Effect of Reading Tasks on Incidental Vocabulary Acquisition in the Post-Test
    5.3 Comparison between Immediate Test and Post-Test
    5.4 Discussion of Results
        5.4.1 The Effect of Reading Tasks on the Immediate Incidental Vocabulary Acquisition
        5.4.2 The Effect of Reading Tasks on the Delayed Incidental Vocabulary Retention
Chapter6 Conclusion
    6.1 Major Findings
    6.2 Pedagogical Implications
    6.3 Limitations of the Present Study
    6.4 Suggestions for Future Research
References
AppendixⅠ:Task One
AppendixⅡ:Task Two
AppendixⅢ:Task Three
AppendixⅣ:Immediate Vocabulary Test
AppendixⅤ:Post-Vocabulary Test
Acknowledgements



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