本文選題：投入量 + 閱讀任務(wù)　； 參考：《天水師范學(xué)院》2017年碩士論文

【摘要】：詞匯是語(yǔ)言系統(tǒng)的支柱和語(yǔ)言學(xué)習(xí)的基本要素之一,著名的語(yǔ)言學(xué)家Hammer曾說(shuō)過(guò):如果把語(yǔ)言結(jié)構(gòu)比作語(yǔ)言的骨架,那么詞匯為語(yǔ)言提供了重要的器官和血肉。然而,調(diào)查顯示詞匯學(xué)習(xí)是我國(guó)高中生英語(yǔ)學(xué)習(xí)中最薄弱的環(huán)節(jié)之一,詞匯量成為了制約英語(yǔ)學(xué)習(xí)最主要的因素。對(duì)高中生而言,擴(kuò)大他們的詞匯量,是提高整個(gè)英語(yǔ)能力的基礎(chǔ)。詞匯附帶習(xí)得近年來(lái)成為英語(yǔ)教學(xué)研究的熱門(mén),相關(guān)研究表明,閱讀能擴(kuò)大詞匯量,在閱讀中也可以附帶習(xí)得詞匯,關(guān)于詞匯附帶習(xí)得的理論很多,其中最著名是Laufer和Hulstijn(2001)提出的投入量假設(shè),該理論認(rèn)為,閱讀投入量越大,詞匯習(xí)得效果越好,記憶保持效果也越好。目前高中生英語(yǔ)學(xué)習(xí)的主要方式是閱讀,那么什么樣的閱讀任務(wù)在高中生英語(yǔ)詞匯附帶習(xí)得中效果更好,這值得進(jìn)一步研究,因此,筆者以此理論為基礎(chǔ),設(shè)計(jì)了兩種不同投入量的閱讀任務(wù),目的在于驗(yàn)證,不同投入量的閱讀任務(wù)對(duì)高中生閱讀中的詞匯附帶習(xí)得的影響,并且試圖回答以下兩個(gè)問(wèn)題:(1)不同投入量的閱讀任務(wù)是否對(duì)高中生的詞匯附帶習(xí)得產(chǎn)生不同的影響?(2)不同投入量閱讀任務(wù)怎樣影響高中生的詞匯附帶習(xí)得?參加實(shí)驗(yàn)的對(duì)象為天水市第一中學(xué)高二兩個(gè)平行班的學(xué)生,參加實(shí)驗(yàn)的總?cè)藬?shù)為114人,其中每班57人。筆者首先確定了兩個(gè)班學(xué)生水平相當(dāng),并在兩個(gè)班發(fā)放問(wèn)卷調(diào)查,了解學(xué)生的詞匯學(xué)習(xí)狀況和詞匯和閱讀學(xué)習(xí)情況。接下來(lái),參加實(shí)驗(yàn)的兩個(gè)班的學(xué)生都要求在15分鐘內(nèi)閱讀同一篇文章并回答文章后的相應(yīng)的問(wèn)題。其中,高二5班的學(xué)生要求完成文中劃線(xiàn)句子翻譯任務(wù),而高二3班的學(xué)生則要求完成閱讀理解選擇題任務(wù)。任務(wù)完成后,收回閱讀文章,立即對(duì)兩個(gè)班進(jìn)行目標(biāo)詞匯掌握情況的測(cè)試,兩周之后再次進(jìn)行延時(shí)目標(biāo)詞匯測(cè)試,利用社會(huì)科學(xué)統(tǒng)計(jì)軟件(SPSS 19.0)對(duì)兩次詞匯測(cè)試的結(jié)果進(jìn)行數(shù)據(jù)統(tǒng)計(jì)。本研究工具包括:調(diào)查問(wèn)卷(實(shí)驗(yàn)前),兩份詞匯測(cè)試(即時(shí)測(cè)試和延時(shí)測(cè)試)根據(jù)收集的數(shù)據(jù),最后研究得出以下主要結(jié)論:(1)數(shù)據(jù)統(tǒng)計(jì)結(jié)果顯示,兩個(gè)班級(jí)的學(xué)生都習(xí)得了一定的目標(biāo)詞,但對(duì)目標(biāo)詞的掌握情況存在明顯差異,不同的閱讀任務(wù)對(duì)學(xué)習(xí)者的詞匯附帶習(xí)得產(chǎn)生不同的影響。這表明不同投入量的閱讀任務(wù),影響詞匯附帶習(xí)得的效果。(2)就詞匯附帶習(xí)得的效果而言,“閱讀后翻譯含有目標(biāo)詞的句子”比“閱讀后完成單項(xiàng)選擇題”要好。因?yàn)椤伴喿x后的翻譯任務(wù)”需要更多的“投入量”,同時(shí)對(duì)詞匯的加工程度更深。本研究完全支持了Laufer和Hulstijn(2001)提出的投入量假設(shè),即,投入量越大,在即時(shí)測(cè)試中詞匯附帶習(xí)得效果越好,同時(shí)在延時(shí)測(cè)試中記憶的保持效果也好。該研究同時(shí)為高中英語(yǔ)詞匯教學(xué)提供了一定的啟示。即,教師應(yīng)該鼓勵(lì)學(xué)生廣泛閱讀一些水平相當(dāng)?shù)挠⑽淖x物以擴(kuò)充詞匯量,并且可以在平時(shí)教學(xué)中有意識(shí)的設(shè)計(jì)一些“投入量”較高的閱讀任務(wù)來(lái)幫助學(xué)生提高詞匯學(xué)習(xí)的效率。
[Abstract]:Vocabulary is one of the pillars of the language system and one of the basic elements of language learning. The famous linguist Hammer once said that if the structure of a language is compared to the skeleton of a language, it provides an important organ and a flesh and blood for language. However, the investigation shows that vocabulary learning is one of the weakest links in Chinese high and Middle English learning. Quantity has become the most important factor restricting English learning. For high school students, the expansion of their vocabulary is the basis for improving the whole English ability. Incidental vocabulary acquisition has become a hot topic in English teaching research in recent years. There are many theories, the most famous of which are the input hypothesis proposed by Laufer and Hulstijn (2001). The theory holds that the greater the input, the better the effect of vocabulary acquisition and the better the effect of memory retention. This is worth further research. Therefore, on the basis of this theory, I designed two different input reading tasks to verify the effect of different input reading tasks on Incidental Vocabulary Acquisition in high school students' reading, and try to answer the following two questions: (1) whether the reading tasks of different inputs are higher or not. (2) how do different input reading tasks affect the incidental vocabulary acquisition of high school students? The participants in the experiment are two parallel classes in senior two in Tianshui No. 1 middle school, and the total number of participants in the experiment is 114, including 57 in each class. The author first determines that the level of the two classes is equal, A questionnaire survey was conducted in two classes to understand the students' vocabulary learning situation and vocabulary and reading learning. Next, the students in the two classes were required to read the same article in 15 minutes and answer the corresponding questions after the article. Two the students in class 3 were required to complete the task of reading comprehension. After the task was completed, the reading articles were recovered, the target vocabulary of the two classes was immediately tested, and the time delayed target vocabulary test was carried out again after two weeks, and the results of the two vocabulary tests were statistically analyzed by the social science statistics software (SPSS 19). The research tools include: the questionnaire (before the experiment), two vocabulary tests (instant test and delay test) based on the collected data, and finally the following main conclusions are obtained: (1) data statistics show that the students of two classes have acquired certain target words, but there are obvious differences in the mastery of target words and different reading tasks The incidental vocabulary acquisition of the learners has different effects. This shows that the reading tasks of different inputs affect the effect of incidental vocabulary acquisition. (2) in terms of the effect of incidental vocabulary acquisition, "after reading the sentences containing target words after reading" is better than "reading the single choice after reading" because "post reading translation tasks" need to be needed. More "input" and more processing of vocabulary. This study fully supports the input hypothesis proposed by Laufer and Hulstijn (2001), that is, the greater the input, the better the effect of incidental vocabulary acquisition in the instant test, and the better the retention effect in the delay test. It provides some inspiration. That is, teachers should encourage students to read a few English reading materials to expand their vocabulary, and to consciously design some "high input" reading tasks in ordinary teaching to help students improve the efficiency of vocabulary learning.
【學(xué)位授予單位】：天水師范學(xué)院
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G633.41

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