【摘要】：學(xué)習(xí)者把詞匯學(xué)習(xí)看成語(yǔ)言學(xué)習(xí)最重要的方面,詞匯量是詞匯學(xué)習(xí)的基礎(chǔ),是影響詞匯加工能力的重要因素,也是影響兒童閱讀表現(xiàn)的重要因素,能夠預(yù)測(cè)兒童將來(lái)的閱讀發(fā)展水平(GrabeStoller,1997)。因此想要提高兒童的閱讀表現(xiàn),可以從提高兒童的詞匯量入手,研究表明,通過閱讀來(lái)學(xué)習(xí)新詞是兒童詞匯量增長(zhǎng)的主要途徑(Stahl,1991),這種以閱讀理解為主要目標(biāo)、詞語(yǔ)習(xí)得為輔的學(xué)習(xí)叫"伴隨性學(xué)習(xí)"。伴隨性詞匯學(xué)習(xí)被認(rèn)為是詞匯習(xí)得的主要方式,我們所關(guān)注的是重復(fù)閱讀這種"伴隨性詞匯學(xué)習(xí)"。在以往重復(fù)閱讀的研究中,未將重復(fù)效應(yīng)與語(yǔ)境豐富性效應(yīng)區(qū)分開,而語(yǔ)境豐富性對(duì)詞匯學(xué)習(xí)也具有促進(jìn)作用,可以增加詞匯學(xué)習(xí)的深度。因此本研究設(shè)置三種學(xué)習(xí)條件,來(lái)探討重復(fù)閱讀和語(yǔ)境豐富性在詞匯識(shí)別過程中的作用及其發(fā)生機(jī)制。實(shí)驗(yàn)以46名五年級(jí)小學(xué)生為研究對(duì)象,采用Eyelink1000 plus眼動(dòng)儀記錄被試的眼動(dòng)軌跡,探討不同語(yǔ)境下的重復(fù)閱讀對(duì)于新詞學(xué)習(xí)的影響。研究分為學(xué)習(xí)階段和測(cè)試階段,學(xué)習(xí)階段要求被試認(rèn)真閱讀句子,每一個(gè)句子均包含有一個(gè)新詞,同時(shí)記錄被試的眼動(dòng)指標(biāo)。測(cè)試階段分為兩部分:行為實(shí)驗(yàn)和眼動(dòng)實(shí)驗(yàn)。行為實(shí)驗(yàn)采用E-prime軟件編程,讓被試對(duì)詞語(yǔ)的所屬種類進(jìn)行選擇,記錄被試的正確率和反應(yīng)時(shí)。眼動(dòng)實(shí)驗(yàn)是讓被試正常閱讀句子,同時(shí)記錄其眼動(dòng)指標(biāo)。實(shí)驗(yàn)采用2(實(shí)驗(yàn)階段:學(xué)習(xí)階段、測(cè)試階段)×3(語(yǔ)境條件:多語(yǔ)境重復(fù)、單語(yǔ)境重復(fù)、不重復(fù))的實(shí)驗(yàn)設(shè)計(jì)。研究選擇四個(gè)眼動(dòng)指標(biāo)對(duì)實(shí)驗(yàn)結(jié)果進(jìn)行討論,分別是首次注視時(shí)間、凝視時(shí)間、總注視時(shí)間、重復(fù)閱讀時(shí)間。實(shí)驗(yàn)結(jié)果發(fā)現(xiàn):(1)兒童在句子閱讀過程中存在新詞學(xué)習(xí)效應(yīng)。整體來(lái)看,測(cè)試階段的注視時(shí)間比學(xué)習(xí)階段的注視時(shí)間更短,說明存在實(shí)驗(yàn)階段效應(yīng)。(2)單語(yǔ)境重復(fù)條件比不重復(fù)條件的注視時(shí)間更短,即詞匯重復(fù)次數(shù)越多,注視時(shí)間越短,說明句子閱讀過程中存在重復(fù)閱讀效應(yīng)。(3)多語(yǔ)境重復(fù)比單語(yǔ)境重復(fù)的注視時(shí)間更短,學(xué)習(xí)效果更好,說明語(yǔ)境豐富性對(duì)新詞學(xué)習(xí)具有促進(jìn)作用。
[Abstract]:Learners regard vocabulary learning as the most important aspect of language learning. Vocabulary size is the basis of vocabulary learning, an important factor affecting vocabulary processing ability, and also an important factor affecting children's reading performance. To be able to predict the level of reading development (GrabeStoller,1997) of children in the future. Therefore, to improve children's reading performance, we can start with improving children's vocabulary. The study shows that reading to learn new words is the main way for children to increase their vocabulary (Stahl,1991), which aims at reading comprehension. Word acquisition as a secondary learning is called "accompanying learning". Incidental vocabulary learning is regarded as the main way of vocabulary acquisition. In the previous studies of repeated reading, there is no distinction between repetition effect and contextual richness effect, which can promote vocabulary learning and increase the depth of vocabulary learning. Therefore, this study sets up three learning conditions to explore the role and mechanism of repeated reading and contextual richness in the process of lexical recognition. In this study, 46 fifth grade pupils were used to record the eye movement track of the subjects by using Eyelink1000 plus eye movement instrument to explore the effect of repeated reading on the learning of new words in different contexts. The study was divided into study stage and test stage. In the learning stage, the participants were asked to read the sentences carefully, each sentence contained a new word, and the eye movement index of the subjects was recorded at the same time. The test phase is divided into two parts: behavioral experiment and eye movement experiment. The behavior experiment was programmed with E-prime software. The subjects were asked to choose the category of words and the correct rate and reaction time were recorded. Eye movement experiment allows subjects to read sentences and record their eye movements. The experiment was designed as 2 (experiment stage: learning stage, test stage) 脳 3 (context condition: multiple context repetition, single context repetition, no repetition). Four eye movement indexes were selected to discuss the experimental results, namely, the first fixation time, the gaze time, the total fixation time and the repetition reading time. The results show that: (1) there is a neologism learning effect in the process of sentence reading. On the whole, the fixation time in the test stage is shorter than that in the learning stage, indicating that there is an experimental phase effect. (2) the fixation time of the single context repetition condition is shorter than that of the non-repetition condition, that is, the more vocabulary repetition times, The shorter the fixation time, the more repetitive reading effect exists in sentence reading. (3) Multi-context repetition has shorter fixation time and better learning effect than single-context repetition, which indicates that contextual richness can promote the learning of neologisms.
【學(xué)位授予單位】：天津師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：B842.3

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本文編號(hào)：2315429