單詞接觸頻率對(duì)高中生詞匯附帶習(xí)得影響的實(shí)證研究
發(fā)布時(shí)間：2024-02-02 18:13
沒(méi)有語(yǔ)法知識(shí),至少還可以表達(dá)一些內(nèi)容,沒(méi)有詞匯,將什么都不能表達(dá)(David Wilkins)。詞匯對(duì)于二語(yǔ)學(xué)習(xí)者的重要性不言而喻。根據(jù)高中英語(yǔ)新課標(biāo),閱讀是高中生在英語(yǔ)學(xué)科學(xué)習(xí)中的重要語(yǔ)言技能之一。Krashen,Mason和Cho指出閱讀是學(xué)習(xí)者詞匯習(xí)得的主要途徑之一。20世紀(jì)八十年代,從Nagy提出詞匯附帶習(xí)得至今30多年,國(guó)內(nèi)外許多學(xué)者開(kāi)展了詞頻與詞匯附帶習(xí)得相關(guān)的理論研究,然而,詞頻與詞匯附帶習(xí)得相關(guān)的實(shí)證研究卻相對(duì)匱乏。因此,探索詞頻因素影響下高中生的詞匯附帶習(xí)得具有重要的意義,這將進(jìn)一步完善詞匯習(xí)得的相關(guān)理論,同時(shí)為我國(guó)高中英語(yǔ)詞匯教學(xué)提供新的視角和方向。本文主要基于克拉申提出的輸入假說(shuō),施密特提出的注意假說(shuō)和克雷克與洛克哈特提出的認(rèn)知層次加工理論,以實(shí)證研究的方式探索閱讀中目標(biāo)詞匯在文本中的出現(xiàn)頻次對(duì)高中生詞匯附帶習(xí)得的影響。本文作者提出以下2個(gè)研究問(wèn)題:1)目標(biāo)詞在閱讀文本中出現(xiàn)頻次如何影響詞形、詞性和詞義方面的即時(shí)詞匯習(xí)得?2)詞頻如何影響學(xué)習(xí)者對(duì)目標(biāo)詞詞義的長(zhǎng)時(shí)記憶效果?本研究以75名來(lái)自湖南某實(shí)驗(yàn)中學(xué)高一年級(jí)學(xué)生為被試,其中15名學(xué)生參與預(yù)備實(shí)驗(yàn);其余60名學(xué)生...
【文章頁(yè)數(shù)】：102 頁(yè)
【學(xué)位級(jí)別】：碩士
【文章目錄】：
Abstract
摘要
Introduction
Chapter One Literature Review
1.1 Models of Vocabulary Learning
1.1.1 Intentional and Incidental Vocabulary Learning
1.1.2 The Role of Extensive Reading in Incidental VocabularyLearning
1.2 The Correlation between Extensive Reading and IncidentalVocabulary Acquisition
1.3 Previous Studies in the Field of Incidental VocabularyAcquisition and Extensive Reading
1.3.1 Empirical Studies Abroad
1.3.2 Empirical Studies in China
1.3.3 Comments on Previous Research
Chapter Two Theoretical Foundation
2.1 Krashen’s Input Hypothesis
2.2 Noticing Hypothesis
2.3 Depth of Processing Theory
Chapter Three Research Methodology
3.1 Research Questions
3.2 Research Design
3.2.1 Participants
3.2.2 Instruments
3.2.3 Scoring
3.3 Data Collection and Analysis
Chapter Four Results and Discussion
4.1 Results of the Reading Comprehension Test
4.2 Effects of Word Exposure Frequency on Incidental VocabularyAcquisition
4.2.1 The Relation between Word Exposure Frequency andLexical Gain
4.2.2 Effects of Word Exposure Frequency on Vocabulary Gain inthe Immediate Post-tests
4.3 Long-term Retention of Word Meaning
Conclusion
Bibliography
Appendix A:2000 Word Level of Vocabulary Test& Answer SheetⅠ
Appendix B:A Questionnaire for Target Words& Answer SheetⅡ
Appendix C:Immediate TestⅢ &Answer SheetⅢ
Appendix D:Immediate Test on Meaning Recognition
Appendix E:Reading Comprehension Test
Acknowledgements
本文編號(hào)：3892945
【文章頁(yè)數(shù)】：102 頁(yè)
【學(xué)位級(jí)別】：碩士
【文章目錄】：
Abstract
摘要
Introduction
Chapter One Literature Review
1.1 Models of Vocabulary Learning
1.1.1 Intentional and Incidental Vocabulary Learning
1.1.2 The Role of Extensive Reading in Incidental VocabularyLearning
1.2 The Correlation between Extensive Reading and IncidentalVocabulary Acquisition
1.3 Previous Studies in the Field of Incidental VocabularyAcquisition and Extensive Reading
1.3.1 Empirical Studies Abroad
1.3.2 Empirical Studies in China
1.3.3 Comments on Previous Research
Chapter Two Theoretical Foundation
2.1 Krashen’s Input Hypothesis
2.2 Noticing Hypothesis
2.3 Depth of Processing Theory
Chapter Three Research Methodology
3.1 Research Questions
3.2 Research Design
3.2.1 Participants
3.2.2 Instruments
3.2.3 Scoring
3.3 Data Collection and Analysis
Chapter Four Results and Discussion
4.1 Results of the Reading Comprehension Test
4.2 Effects of Word Exposure Frequency on Incidental VocabularyAcquisition
4.2.1 The Relation between Word Exposure Frequency andLexical Gain
4.2.2 Effects of Word Exposure Frequency on Vocabulary Gain inthe Immediate Post-tests
4.3 Long-term Retention of Word Meaning
Conclusion
Bibliography
Appendix A:2000 Word Level of Vocabulary Test& Answer SheetⅠ
Appendix B:A Questionnaire for Target Words& Answer SheetⅡ
Appendix C:Immediate TestⅢ &Answer SheetⅢ
Appendix D:Immediate Test on Meaning Recognition
Appendix E:Reading Comprehension Test
Acknowledgements
本文編號(hào)：3892945
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