近些年來(lái),有關(guān)詞匯附帶習(xí)得的研究變成了二語(yǔ)習(xí)得領(lǐng)域的一個(gè)熱門(mén)研究問(wèn)題。長(zhǎng)期以來(lái),很多學(xué)者們潛心研究影響和促進(jìn)二語(yǔ)習(xí)得的主要因素,大多數(shù)詞匯附帶習(xí)得研究者關(guān)注文本閱讀的輸入方式和投入量不同的任務(wù)對(duì)詞匯附帶習(xí)得的影響,而涉及到不同輸入模式和產(chǎn)出任務(wù)對(duì)詞匯附帶影響的研究較少。本研究以輸入假說(shuō)、輸出假說(shuō)和注意假說(shuō),主要探討以下兩個(gè)問(wèn)題:1)在同種產(chǎn)出任務(wù)下,不同輸入模式對(duì)高中生詞匯附帶習(xí)得有何影響?2)在同種輸入模式下,不同產(chǎn)出任務(wù)對(duì)高中生詞匯附帶習(xí)得有何影響?本研究以湖南省常德市某中學(xué)高二年級(jí)六個(gè)平行班的271名學(xué)生為研究對(duì)象,進(jìn)行了為期二周的測(cè)試。實(shí)驗(yàn)中,六個(gè)平行班的學(xué)生進(jìn)行了詞匯預(yù)測(cè);緊接著學(xué)生在規(guī)定時(shí)間內(nèi),完成不同輸入模式下的互動(dòng)和寫(xiě)作任務(wù),再進(jìn)行詞匯即時(shí)測(cè)試;一周后,對(duì)研究對(duì)象進(jìn)行延時(shí)后測(cè)。本研究收集的所有數(shù)據(jù)均用社會(huì)統(tǒng)計(jì)分析軟件SPSS 18.0進(jìn)行分析。研究發(fā)現(xiàn):1.在同種產(chǎn)出任務(wù)下,視聽(tīng)輸入比閱讀輸入能夠習(xí)得更多的詞匯;但在詞匯的保持方面,只有在互動(dòng)任務(wù)的驅(qū)動(dòng)下,視聽(tīng)輸入的詞匯保持效果更好。2.在同種輸入模式下,互動(dòng)任務(wù)相比于寫(xiě)作任務(wù)來(lái)說(shuō),在詞匯附帶習(xí)得的獲取和保持方面,效果更...

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【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
A List of Abbreviations
Introduction
Chapter One Literature Review
    1.1 IVA
    1.2 Studies on the effects of Input Modes on IVA
    1.3 Studies on the Effects of Output Tasks on IVA
        1.3.1 Studies on Definition of Output Task
        1.3.2 Studies on the Effects of Writing Tasks on IVA
        1.3.3 Studies on the Effects of Interactive Tasks on IVA
        1.3.4 Studies on the Effects of Writing and Interactive Tasks onIVA
Chapter Two Theoretical Basis
    2.1 Input Hypothesis
    2.2 Output Hypothesis
    2.3 Noticing Hypothesis
Chapter Three Methodology
    3.1 Research Design
        3.1.1 Research Questions
        3.1.2 Research Subjects
        3.1.3 Research Instruments
    3.2 Research Procedure
        3.2.1 Data Collection
        3.2.2 Data Analysis
Chapter Four Results& Discussion
    4.1 Input Modes and IVA
        4.1.1 Effects of Input Modes on IVA
        4.1.2 Effects of Input Modes on IVR
    4.2 Output Tasks and IVA
        4.2.1 Effects of Output Tasks on IVA Under the Same Input Mode
        4.2.2 Effects of Output Tasks on IVR Under the Same Input Mode57Conclusion
Conclusion
    Major Findings
    Pedagogical Implications
    Limitations and Suggestions for Further Studies
Bibliography
Appendix I Word list
Appendix II Reading Material
Appendix III Vocabulary Pretest
Appendix Ⅳ Immediate Post-test
Appendix V Delayed Post-test
Acknowledgments



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