詞匯是語言的基石。詞匯附帶習得是二語習得領域十分重要的一部分。許多研究表明詞匯學習是我國初中生英語學習最薄弱的環(huán)節(jié)之一,詞匯量也是影響他們英語學習的重要因素。此外,大量研究表明學習者在聽、說、讀、寫的過程中可以附帶習得詞匯。盡管如此,關于通過聽力輸入和聽寫輸出相結(jié)合的方式對詞匯附帶習得的影響的研究還是很少。本研究試圖將聽力輸入和聽寫輸出相結(jié)合,探究聽寫任務對初中生詞匯附帶習得的影響。研究主要包含以下三個問題:(1)聽寫任務是否能幫助二語學習者習得新詞匯?(2)個人聽寫和合作聽寫對詞匯附帶習得的影響是否不同?(3)聽寫任務對詞匯附帶習得的影響是否會隨著時間的推移而發(fā)生變化?本研究的研究對象是來自江西省豐城市第二中學2個平行班的86名八年級的學生。他們被分為兩組:個人聽寫組和合作聽寫組。在完成聽寫任務后,隨即用改編后的詞匯知識量表對兩組研究對象進行詞匯附帶習得的測試,以了解他們對15個目標詞的習得情況。一周后進行延時詞匯測試,以檢驗他們對15個目標詞的保留狀況。然后,用SPSS統(tǒng)計軟件對收集的數(shù)據(jù)進行統(tǒng)計分析。研究結(jié)果表明,二語學習者可以通過聽寫任務習得新的詞匯,具體名詞更容易習得。無論是...

【文章頁數(shù)】：67 頁

【學位級別】：碩士

【文章目錄】：
Abstract
摘要
Chapter One Introduction
    1.1 Research Background
    1.2 Purposes and Significance of the Study
    1.3 Outline of the Thesis
Chapter Two Literature Review
    2.1 Key Terms Defined
        2.1.1 Word
        2.1.2 Dictation
        2.1.3 Incidental Vocabulary Acquisition and Intentional Vocabulary Learning
    2.2 Theoretical Basis
        2.2.1 Input Hypothesis
        2.2.2 Output Hypothesis
        2.2.3 Involvement Load Hypothesis
        2.2.4 Cooperative Learning
    2.3 Relevant Studies on Incidental Vocabulary Acquisition at Home and Abroad
        2.3.1 Relevant Studies at Home
        2.3.2 Relevant Studies Abroad
        2.3.3 Summary of Previous Studies
Chapter Three Research Design and Methodology
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Materials
        3.3.1 The Words Chosen for the Pre-experiment Vocabulary Test
        3.3.2 The Dictation Passage picked for the Experiment
        3.3.3 The Target Words Selected for Vocabulary Acquisition
    3.4 Research Instruments
        3.4.1 The Vocabulary Test before the Experiment
        3.4.2 The Vocabulary Test after the Experiment
        3.4.3 Semi-structured Interview
    3.5 Research Procedures
        3.5.1 Procedures of Data Collection
        3.5.2 Procedures of Data Processing
Chapter Four Results and Discussion
    4.1 The Result of Research Question One
    4.2 The Result of Research Question Two
        4.2.1 The comparison of data between immediate vocabulary tests
        4.2.2 The comparison of data between delayed vocabulary tests
    4.3 The Result of Research Question Three
        4.3.1 The data comparison of the individual dictation group
        4.3.2 The data comparison of the cooperative dictation group
    4.4 The Result of the Interview
        4.4.1 The Interview of Learners
        4.4.2 The Interview of Teachers
    4.5 Discussion
        4.5.1 Discussion of the Result of Research Question one
        4.5.2 Discussion of the Result of Research Question two
        4.5.3 Discussion of the Result of Research Question Three
Chapter Five Conclusions
    5.1 Major Findings
    5.2 Implications
        5.2.1 Implications for English Teachers
        5.2.2 Implications for English Learners
    5.3 Limitations of this Study
    5.4 Suggestions for Further Study
Bibliography
AppendixⅠ Vocabulary Knowledge Scale
Appendix Ⅱ Dictation Passage
Appendix Ⅲ Target Words
Appendix Ⅳ The Immediate Vocabulary Test
Appendix Ⅴ The Delayed Vocabulary Test
Appendix Ⅵ The Outline of The semi-structured Interview
Acknowledgement
在校期間公開發(fā)表論文(著)及科研情況



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