三種教學途徑對高中生二語詞匯習得的實驗研究
發(fā)布時間：2018-08-07 11:11
【摘要】：從現(xiàn)今英語高考改革可見,英語的重要性日益顯現(xiàn)。英語詞匯量的大小成為決定英語高考成敗的關(guān)鍵。本研究以“注意假說”、“信息加工”與“投入量假說”理論為基礎(chǔ),考察高中生詞匯記憶過程中,教師提供三種詞匯習得途徑對其二語詞匯習得的效果。本研究采用拉丁方設(shè)計,避免了傳統(tǒng)的實驗組、對照組分組對受試造成的不公平干預(yù),探討了三種教學途徑(FonF,Fon FS,FonM)對高中二語詞匯習得以及不同詞性詞匯(名詞、動詞與形容詞)習得的即時與延時記憶效果。據(jù)此,本研究主要探究兩個問題:(1)三種教學途徑(FonF,FonFS,FonM)對于詞匯的學習與不同詞性詞匯(名詞、動詞、形容詞)的短時記憶是否會產(chǎn)生不同的影響?(2)三種教學途徑(FonF,FonFS,FonM)對于詞匯的記憶與不同詞性詞匯(名詞、動詞、形容詞)的長時記憶是否會產(chǎn)生不同的影響?本實驗從一所普通中學抽取了1個班(N=54),隨機分為三組實驗樣本作為實驗對象。三組受試(詞匯能力沒有顯著差異)不同先后采用FonF、Fon FS、FonM教學途徑。閱讀材料選自中學英語課本中一篇說明文,文章長度、難度及主題符合受試水平。實驗前,受試于一張印有30個詞的單詞表中選出陌生詞匯,并經(jīng)過篩選,最終確定12個詞作為目標詞(4個名詞,4個動詞,4個形容詞)。FonF與FonM測試使用閱讀理解題,FonFS測試使用詞匯練習題。即時測試與延時測試均改編自Wesche和Paribakht(1997)的詞匯知識等級表,測試結(jié)果運用SPSS 21.0軟件,采用描述性統(tǒng)計分析與One Way ANOVA分析了三組樣本共九個實驗的實驗數(shù)據(jù),用于回答研究問題1與2。本實驗分四步進行。第一步:實驗前兩周對各樣本組本學期期中考成績進行描述統(tǒng)計分析。第二步:實驗前為了避免各樣本組在英語詞匯量方面可能產(chǎn)生的差異,使用了Nation的詞匯量等級測試(Vocabulary Size Test)對學生進行詞匯量測試,以確保各樣本組的英語詞匯量無顯著性差異。第三步:實驗前一周選擇目標詞。從30個詞匯中挑選12個單詞:4個名詞、4個動詞與4個形容詞。第四步:4個詞一組,分別用于FonFS,FonF與FonM的設(shè)計。并于實驗后立馬進行即時測試。兩周后進行延時測試。實驗結(jié)果表明:(1)三種教學途徑(FonF,FonFS,FonM)對于詞匯的學習均產(chǎn)生積極的影響。并對不同詞性詞匯(名詞、動詞、形容詞)的學習效果會產(chǎn)生不同的影響。(2)即時測試表明,FonFS對于詞匯記憶效果比FonF與FonM好。(3)延時測試表明,在記憶名詞與形容詞時,FonF有更好的記憶效果。而在記憶動詞時,FonFS的記憶效果更好。(4)總體而言,無論使用何種教學途徑,名詞的記憶效果優(yōu)于動詞與形容詞。動詞的記憶效果最差。筆者根據(jù)以上實驗結(jié)論提出詞匯教學應(yīng)該根據(jù)不同的教學目標采用不同的教學途徑并且在記憶不同詞性時,采用不同的教學途徑:記憶動詞時,應(yīng)該更加具體,采取FonFS。
[Abstract]:From the present English college entrance examination reform, the importance of English is increasingly apparent. The size of English vocabulary is the key to the success of college entrance examination. Based on the "attention hypothesis", "information processing" and "involvement load hypothesis", the present study investigates the effects of teachers' three ways of vocabulary acquisition on the second language vocabulary acquisition of senior high school students in the process of vocabulary memory. In this study, the Latin square design was used to avoid the traditional experimental group and the control group to interfere unfairly with the subjects. Three teaching approaches (FonFFFon FSU FonM) and different parts of speech vocabulary (nouns) were discussed. Verbs and adjectives) the immediate and delayed memory effects of acquisition. Accordingly, the present study mainly explores two problems: (1) the study of three teaching approaches (FonFFN, FonFSU, FonM) for vocabulary learning and different parts of speech vocabulary (nouns, verbs, verbs), Will the short-term memory of adjectives have different effects? (2) will the three teaching approaches (FonFwe FonFSU FonM) have different effects on vocabulary memory and on the long term memory of different parts of speech vocabulary (nouns, verbs, adjectives)? A class (NN54) was selected from a general middle school and randomly divided into three groups of experimental samples. The three groups (no significant difference in vocabulary competence) adopted FonFFon FSU FonM teaching approach in different order. The reading materials are selected from an essay in a middle school English textbook. The length, difficulty and subject of the article are in line with the subjects' level. Before the experiment, the subjects selected unfamiliar words from a list of 30 words and were screened. Finally, 12 words were chosen as target words (4 nouns, 4 verbs, 4 adjectives) .FonF and FonM test. Both the instant test and the delay test were adapted from the vocabulary knowledge level table of Wesche and Paribakht (1997). The test results were analyzed by using SPSS 21.0 software, descriptive statistical analysis and One Way ANOVA were used to analyze nine experimental data of three groups of samples. Used to answer questions 1 and 2. The experiment was carried out in four steps. Step 1: two weeks prior to the experiment, descriptive statistical analysis was performed on the results of each of the semesters. Step two: in order to avoid the possible differences in the vocabulary of each group, Nation's vocabulary rating test (Vocabulary Size Test) was used to test the vocabulary of the students in order to ensure that there was no significant difference in the vocabulary of each group. Step 3: choose the target word one week before the experiment. Choose 12 words from 30 words: 4 nouns, 4 verbs and 4 adjectives. Step 4: a group of four words, used in the design of the FonFS and FonM, respectively. The test was carried out immediately after the experiment. A delay test was conducted two weeks later. The experimental results show that: (1) the three teaching approaches (FonFN FonFSU FonM) have a positive effect on vocabulary learning. The learning effects of different parts of speech vocabulary (nouns, verbs, adjectives) are different. (2) the immediate test shows that the effect of FonF on vocabulary memory is better than that of FonF and FonM. When memorizing nouns and adjectives, FonF has better memory effects. But the memory effect of FonFS is better when the verb is memorized. (4) in general, the memory effect of noun is better than that of verb and adjective, no matter what teaching method is used. Verbs have the worst effect of memory. According to the above conclusions, the author puts forward that vocabulary teaching should adopt different teaching approaches according to different teaching objectives and different teaching approaches when memorizing different parts of speech: when memorizing verbs, it should be more specific and adopt FonFS.
【學位授予單位】：廣州大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41
本文編號：2169838
[Abstract]:From the present English college entrance examination reform, the importance of English is increasingly apparent. The size of English vocabulary is the key to the success of college entrance examination. Based on the "attention hypothesis", "information processing" and "involvement load hypothesis", the present study investigates the effects of teachers' three ways of vocabulary acquisition on the second language vocabulary acquisition of senior high school students in the process of vocabulary memory. In this study, the Latin square design was used to avoid the traditional experimental group and the control group to interfere unfairly with the subjects. Three teaching approaches (FonFFFon FSU FonM) and different parts of speech vocabulary (nouns) were discussed. Verbs and adjectives) the immediate and delayed memory effects of acquisition. Accordingly, the present study mainly explores two problems: (1) the study of three teaching approaches (FonFFN, FonFSU, FonM) for vocabulary learning and different parts of speech vocabulary (nouns, verbs, verbs), Will the short-term memory of adjectives have different effects? (2) will the three teaching approaches (FonFwe FonFSU FonM) have different effects on vocabulary memory and on the long term memory of different parts of speech vocabulary (nouns, verbs, adjectives)? A class (NN54) was selected from a general middle school and randomly divided into three groups of experimental samples. The three groups (no significant difference in vocabulary competence) adopted FonFFon FSU FonM teaching approach in different order. The reading materials are selected from an essay in a middle school English textbook. The length, difficulty and subject of the article are in line with the subjects' level. Before the experiment, the subjects selected unfamiliar words from a list of 30 words and were screened. Finally, 12 words were chosen as target words (4 nouns, 4 verbs, 4 adjectives) .FonF and FonM test. Both the instant test and the delay test were adapted from the vocabulary knowledge level table of Wesche and Paribakht (1997). The test results were analyzed by using SPSS 21.0 software, descriptive statistical analysis and One Way ANOVA were used to analyze nine experimental data of three groups of samples. Used to answer questions 1 and 2. The experiment was carried out in four steps. Step 1: two weeks prior to the experiment, descriptive statistical analysis was performed on the results of each of the semesters. Step two: in order to avoid the possible differences in the vocabulary of each group, Nation's vocabulary rating test (Vocabulary Size Test) was used to test the vocabulary of the students in order to ensure that there was no significant difference in the vocabulary of each group. Step 3: choose the target word one week before the experiment. Choose 12 words from 30 words: 4 nouns, 4 verbs and 4 adjectives. Step 4: a group of four words, used in the design of the FonFS and FonM, respectively. The test was carried out immediately after the experiment. A delay test was conducted two weeks later. The experimental results show that: (1) the three teaching approaches (FonFN FonFSU FonM) have a positive effect on vocabulary learning. The learning effects of different parts of speech vocabulary (nouns, verbs, adjectives) are different. (2) the immediate test shows that the effect of FonF on vocabulary memory is better than that of FonF and FonM. When memorizing nouns and adjectives, FonF has better memory effects. But the memory effect of FonFS is better when the verb is memorized. (4) in general, the memory effect of noun is better than that of verb and adjective, no matter what teaching method is used. Verbs have the worst effect of memory. According to the above conclusions, the author puts forward that vocabulary teaching should adopt different teaching approaches according to different teaching objectives and different teaching approaches when memorizing different parts of speech: when memorizing verbs, it should be more specific and adopt FonFS.
【學位授予單位】：廣州大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41
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