【摘要】：近幾十年來,許多國內(nèi)外學(xué)者對(duì)輸入強(qiáng)化理論進(jìn)行了大量研究,但多數(shù)研究集中在輸入強(qiáng)化策略和目標(biāo)語形式注意及習(xí)得方面。迄今為止,從詞匯形式和意義的強(qiáng)化輸入順序角度探究對(duì)產(chǎn)出性詞匯習(xí)得影響的研究并不多見。因此,本文以輸入強(qiáng)化理論和資源加工分配理論為理論基礎(chǔ),通過詞匯知識(shí)量表選取目標(biāo)詞,對(duì)詞匯形式和意義的不同強(qiáng)化輸入形式對(duì)學(xué)習(xí)者產(chǎn)出性詞匯知識(shí)即時(shí)及延時(shí)習(xí)得的影響展開實(shí)證研究。本實(shí)驗(yàn)研究對(duì)象為90名非英語專業(yè)大一本科生,分別來自三個(gè)平行班級(jí),進(jìn)行前測后顯示無差異。按班級(jí)將被試分為3組,組1為先形式后意義強(qiáng)化組,組2為先意義后形式強(qiáng)化組,組3為意義形式同時(shí)強(qiáng)化組。三個(gè)組分別進(jìn)行詞匯形式和意義不同順序的強(qiáng)化輸入。在此之后,3組受試進(jìn)行產(chǎn)出性詞匯知識(shí)即時(shí)測試,一周后,接受延時(shí)測試。測試內(nèi)容包括三部分:詞匯拼寫,同義詞聯(lián)想以及關(guān)于目標(biāo)詞搭配的翻譯。通過SPSS16.0對(duì)收集的數(shù)據(jù)進(jìn)行分析,并得出以下發(fā)現(xiàn):(1)即時(shí)測試中,詞匯形式意義的不同強(qiáng)化輸入順序?qū)W(xué)習(xí)者整體產(chǎn)出性詞匯習(xí)得有影響,且對(duì)形式拼寫,意義聯(lián)想以及搭配用法三方面分別有不同影響。意義形式組比同時(shí)輸入組產(chǎn)出性詞匯習(xí)得效果好,且形式組促進(jìn)詞匯拼寫知識(shí)習(xí)得,意義組促進(jìn)詞匯意義新聯(lián)想。(2)延時(shí)測試中,詞匯形式意義的不同強(qiáng)化輸入順序?qū)W(xué)習(xí)者產(chǎn)出性詞匯習(xí)得無影響。(3)同樣輸入強(qiáng)化順序下,即時(shí)測試和延時(shí)測試存在明顯差異,即時(shí)習(xí)得效果明顯優(yōu)于延時(shí)習(xí)得效果。
[Abstract]:In recent decades, many domestic and foreign scholars have done a great deal of research on the theory of input strengthening, but most of them focus on the input intensification strategy and the attention and acquisition of target language form. So far, the study of the influence on the acquisition of productive vocabulary from the perspective of the intensive input sequence of lexical form and meaning is not much. Based on the theory of input intensification and the theory of resource processing and distribution, an empirical study of the effect of different intensification input forms on the immediate and delayed acquisition of learners' productive vocabulary knowledge is carried out through the vocabulary knowledge scale. The experimental study of this experiment is 90 non English major undergraduate students. According to the class, the subjects were divided into three parallel classes. The subjects were divided into 3 groups according to the class, the group 1 was the first form after the strengthening group, the group 2 was the first meaning after the formalistic strengthening group, and the group 3 was the simultaneous intensification group in the meaning form. The three groups respectively carried out the intensive input of the lexical form and the meaning different sequence respectively. After that, the 3 groups were produced. There are three parts: word spelling, synonym Association and translation of target word collocation. Analysis of data collected through SPSS16.0 and the following findings: (1) in instant testing, the different intensification input sequence of lexical meaning to learners whole Physical productive vocabulary acquisition has an impact on the three aspects of formal spelling, meaning association and collocation usage. Meaning group is better than the output vocabulary acquisition in the simultaneous input group, and the form group promotes the acquisition of vocabulary spelling knowledge, and the meaning group promotes the new association of lexical meaning meaning. (2) in the delay test, the lexical meaning The different intensification input sequence has no effect on learners' productive vocabulary acquisition. (3) there are obvious differences between instant and delay test in the same input intensification sequence. The effect of instant acquisition is obviously better than that of delayed acquisition.
【學(xué)位授予單位】：四川外國語大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H319.3

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