詞匯的習(xí)得在二語習(xí)得中起著至關(guān)重要的作用,閱讀不但是二語習(xí)得重要的輸入來源還是附帶習(xí)得新單詞的一種可靠方式(Nagy,1997;Krashen,1989;Horst,Cobb and Meara,1998;Nation,1997),前人的研究大多集中在不同的閱讀任務(wù)(Laufer&Hulstijn,2001)、閱讀頻率(Schmitt,2010)、背景知識(Pulido,2003)、二語水平(Pulido,2004)等因素對詞匯習(xí)得的影響。然而,只有很少的研究分析了話題興趣因素對學(xué)生的投入程度以及詞匯習(xí)得效果的影響。因此,本研究不僅探究了話題興趣度對閱讀中英語詞匯保持的影響,還探究了性別和語言水平影響下的話題興趣度對英語詞匯保持的影響。本研究以Krashen的情感過濾假說以及Laufer&Hulstijn的投入量假說為理論基礎(chǔ),探究了話題興趣度與英語詞匯保持的關(guān)系。更準(zhǔn)確地說,本研究是為了回答以下三個研究問題:(1)話題興趣度是否影響初中生通過閱讀保持英語詞匯?(2)在相同話題興趣度下,性別是否影響初中生通過閱讀保持英語詞匯?(3)在相同話題興趣度下,語言水平是否影響初...

【文章頁數(shù)】：79 頁

【學(xué)位級別】：碩士

【文章目錄】：
Abstract
摘要
List of Abbreviations
Chapter One Introduction
    1.1 Research Background
    1.2 Purpose of the Study
    1.3 Significance of the Study
    1.4 Structure of the Thesis
Chapter Two Literature Review
    2.1 Review on Topic Interest in Reading Comprehension
        2.1.1 Review on Topic Interest
        2.1.2 Gender and Interest Factors in Reading
        2.1.3 Studies on Topic Interest Mediated by Gender and Language Proficiency in Reading Comprehension
    2.2 Review on Vocabulary Acquisition through Reading
    2.3 Studies on Topic Interest Mediated by Gender and Language Proficiency in VocabularyAcquisition through Reading
    2.4 Summary
Chapter Three Theoretical Framework
    3.1 Krashen’s Affective Filter Hypothesis
    3.2 Involvement Load Hypothesis
    3.3 Summary
Chapter Four Methodology
    4.1 Research Questions
    4.2 Participants
    4.3 Instruments
        4.3.1 The Monthly Examination
        4.3.2 Topic Interest and Familiarity Rating Scale
        4.3.3 Reading Comprehension Test
        4.3.4 Vocabulary Test
    4.4 Reading Materials and Target Words(TWs)
    4.5 Research Procedures
        4.5.1 The Pilot Study
        4.5.2 Main Study
    4.6 Data Collection and Analysis
Chapter Five Results and Discussion
    5.1 Results and Discussion on Vocabulary Retention
        5.1.1 Results and Discussion on Immediate Vocabulary Recall
        5.1.2 Results and Discussion on Delayed Vocabulary Recall
    5.2 Results and Discussion on Vocabulary Retention of Different Gender
        5.2.1 Results on Vocabulary Recall of Different Gender
        5.2.2 Discussion on Vocabulary Recall of Different Gender
    5.3 Results and Discussion on Vocabulary Retention of Language Proficiency
        5.3.1 Results on Vocabulary Recall of Low-achievers
        5.3.2 Results on Vocabulary Recall of High-achievers
        5.3.3 Discussion on Vocabulary Retention of Language Proficiency
Chapter Six Conclusion
    6.1 Major Findings
    6.2 Pedagogical Implications
    6.3 Limitations and Suggestions
References
Appendix Ⅰ The Monthly Examination Scores of72 Participants
Appendix Ⅱ Topic Interest and Familiarity Rating Scale
Appendix Ⅲ Two Reading Passages and Reading Comprehension Questions
Appendix Ⅳ Target words
Appendix Ⅴ The Results of Rang Processing
Appendix Ⅵ Vocabulary Test by VKS
Acknowledgements



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