互動(dòng)輸出對高中生英語閱讀附帶詞匯習(xí)得的影響
發(fā)布時(shí)間：2018-08-26 19:48
【摘要】：詞匯習(xí)得是二語習(xí)得的中心任務(wù)(Lewis 1993),對英語學(xué)習(xí)者來說,聽說讀寫每一項(xiàng)語言技能的運(yùn)用都依賴詞匯。附帶習(xí)得作為學(xué)習(xí)者拓展詞匯的主要途徑(Huckin Coady1999),自20世紀(jì)80年代以來,受到越來越多學(xué)者的重視和研究。有關(guān)附帶詞匯習(xí)得和強(qiáng)化的方法問題一直是附帶詞匯習(xí)得研究的熱點(diǎn)(苗青霞2013)。國內(nèi)外研究者針對詞匯習(xí)得和強(qiáng)化記憶,進(jìn)行了輸入增顯和輸出任務(wù)強(qiáng)化的干預(yù)研究。已有的研究揭示了閱讀之后進(jìn)行輸出強(qiáng)化任務(wù)有助于附帶詞匯習(xí)得,其中合作復(fù)述強(qiáng)化任務(wù)較其他輸出任務(wù)對附帶詞匯習(xí)得更有效。但研究多為外語課堂中大學(xué)生同伴互動(dòng)和師生互動(dòng)研究,較少涉及到高中生附帶詞匯習(xí)得的研究。此外,師生互動(dòng)和同伴互動(dòng)的附帶詞匯習(xí)得效果有無特征差異,二者是如何影響高中生英語閱讀附帶詞匯習(xí)得等問題,還需進(jìn)行探討。為此,本研究主要運(yùn)用互動(dòng)假說和輸出假說,進(jìn)一步對比分析互動(dòng)輸出任務(wù)與閱讀輸入對高中生附帶詞匯習(xí)得的效果,互動(dòng)輸出任務(wù)中師生互動(dòng)和同伴互動(dòng)對附帶詞匯習(xí)得的影響效果及其特征差異。具體回答以下4個(gè)問題:1.互動(dòng)輸出任務(wù)是否促進(jìn)高中生英語閱讀附帶詞匯習(xí)得?2.互動(dòng)輸出任務(wù)中,師生互動(dòng)和同伴互動(dòng),哪一種方式習(xí)得效果更好?3.師生互動(dòng)和同伴互動(dòng)是如何影響高中生的附帶詞匯習(xí)得?4.導(dǎo)致師生互動(dòng)和同伴互動(dòng)差異的原因有哪些?通過采用詞匯量水平測試、目標(biāo)詞即時(shí)后測和延時(shí)測試的方法,對湖南省湘西自治州第二民族中學(xué)高二年級3個(gè)平行班120名學(xué)生進(jìn)行實(shí)驗(yàn)研究,實(shí)驗(yàn)組為互動(dòng)輸出組,包括師生互動(dòng)組37人,同伴互動(dòng)組42人,對照組為閱讀輸入組共41人。實(shí)驗(yàn)過程中學(xué)生參與兩次目標(biāo)詞的測驗(yàn),完成互動(dòng)任務(wù)的實(shí)驗(yàn)組和閱讀任務(wù)的對照組進(jìn)行即時(shí)測試,一周后再進(jìn)行延時(shí)測試。測試結(jié)果經(jīng)由統(tǒng)計(jì)軟件SPSS.22.0進(jìn)行處理和分析,得出以下結(jié)論:第一,閱讀后的互動(dòng)輸出任務(wù)有助于附帶詞匯習(xí)得。無論是即時(shí)習(xí)得還是延時(shí)保持,互動(dòng)輸出任務(wù)較之輸入型閱讀任務(wù)更有助于高中生英語附帶詞匯習(xí)得。第二,互動(dòng)輸出任務(wù)中,無論是即時(shí)習(xí)得還是延時(shí)習(xí)得,師生互動(dòng)組附帶詞匯習(xí)得效果要好于同伴互動(dòng)組。二者在延時(shí)詞匯測試效果上存在顯著差異,說明師生互動(dòng)更有利于附帶詞匯習(xí)得的保持。第三,師生互動(dòng)組和同伴互動(dòng)組顯著差異主要體現(xiàn)在反饋策略的使用方面,師生互動(dòng)任務(wù)中,教師多采用靈活的反饋方式,將顯性反饋和隱性反饋相結(jié)合。同伴互動(dòng)組學(xué)生則較多使用隱性反饋方式。第四,師生互動(dòng)和同伴互動(dòng)差異特征主要受到反饋主體的英語水平,以往學(xué)習(xí)經(jīng)歷,動(dòng)機(jī)和反饋策略等因素影響。本研究從互動(dòng)和輸出假說視角進(jìn)一步驗(yàn)證了閱讀輸出任務(wù)較之閱讀輸入更有助于附帶詞匯習(xí)得,師生互動(dòng)和同伴互動(dòng)在詞匯附帶詞匯習(xí)得的保持上存在顯著差異,師生互動(dòng)比同伴互動(dòng)更有助于高中生英語附帶詞匯習(xí)得。同時(shí)為附帶詞匯習(xí)得理論和互動(dòng)輸出理論的可行性和操作性提供了實(shí)踐支撐。最后,本文就高中英語詞匯教學(xué)和英語附帶詞匯習(xí)得的研究提出一些建議,以促進(jìn)教師詞匯教學(xué)、學(xué)生詞匯習(xí)得和英語附帶詞匯習(xí)得研究。
[Abstract]:Vocabulary acquisition is the central task of second language acquisition (Lewis 1993). For English learners, the use of every language skill depends on vocabulary. Incidental acquisition (Huckin Coady 1999), as the main way for learners to expand their vocabulary, has attracted more and more attention and research since the 1980s. Methods of acquisition and reinforcement have always been a hot topic in incidental vocabulary acquisition (Miao Qingxia, 2013). Researchers at home and abroad have conducted intervention studies on input enhancement and output task reinforcement in vocabulary acquisition and reinforcement memory. Retelling reinforcement task is more effective than other output tasks in incidental vocabulary acquisition. However, most of the studies are about peer interaction and teacher-student interaction in foreign language classes, and less about incidental vocabulary acquisition in senior high schools. Therefore, this study mainly uses the interactive hypothesis and the output hypothesis to make a further comparative analysis of the effects of interactive output task and reading input on Incidental Vocabulary acquisition, and the effects of teacher-student interaction and peer interaction on Incidental Vocabulary Acquisition in the interactive output task. The following four questions are answered: 1. Does the interactive output task promote incidental vocabulary acquisition in senior high school students'English reading? 2. Which is the better way to acquire incidental vocabulary in the interactive output task? 3. How does the teacher-student interaction and peer interaction affect senior high school students' incidental vocabulary acquisition? By means of vocabulary proficiency test, immediate post-test of target words and delayed test, 120 students from three parallel classes of Senior 2 in Xiangxi Autonomous Prefecture of Hunan Province were tested. The experimental group consisted of an interactive output group consisting of 37 students and 42 students. During the experiment, the students participated in two tests of target words, the experimental group that completed the interactive task and the control group that completed the reading task were tested immediately, and the delayed test was conducted one week later. The verb-output task is helpful to incidental vocabulary acquisition. Interactive output task is more helpful to incidental vocabulary acquisition than input-based reading task, whether it is immediate acquisition or delayed acquisition. The results of delayed vocabulary tests showed that teacher-student interaction was more conducive to the retention of incidental vocabulary acquisition. Thirdly, the significant differences between teacher-student interaction group and peer interaction group were mainly reflected in the use of feedback strategies. In teacher-student interaction tasks, teachers used more flexible feedback methods, which included explicit feedback and implicit feedback. Fourthly, the differences between teacher-student interaction and peer interaction are mainly affected by the feedback subjects'English proficiency, previous learning experience, motivation and feedback strategies. This study further verifies that the reading output task is better than the other two from the perspective of interaction and output hypothesis. Reading input is more conducive to incidental vocabulary acquisition. Teacher-student interaction and peer interaction are significantly different in the retention of incidental vocabulary acquisition. Teacher-student interaction is more conducive to incidental vocabulary acquisition than peer interaction. Finally, this paper puts forward some suggestions on the study of English vocabulary teaching and incidental vocabulary acquisition in senior high schools so as to promote teachers'vocabulary teaching, students' vocabulary acquisition and English incidental vocabulary acquisition.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41
本文編號(hào)：2205977
[Abstract]:Vocabulary acquisition is the central task of second language acquisition (Lewis 1993). For English learners, the use of every language skill depends on vocabulary. Incidental acquisition (Huckin Coady 1999), as the main way for learners to expand their vocabulary, has attracted more and more attention and research since the 1980s. Methods of acquisition and reinforcement have always been a hot topic in incidental vocabulary acquisition (Miao Qingxia, 2013). Researchers at home and abroad have conducted intervention studies on input enhancement and output task reinforcement in vocabulary acquisition and reinforcement memory. Retelling reinforcement task is more effective than other output tasks in incidental vocabulary acquisition. However, most of the studies are about peer interaction and teacher-student interaction in foreign language classes, and less about incidental vocabulary acquisition in senior high schools. Therefore, this study mainly uses the interactive hypothesis and the output hypothesis to make a further comparative analysis of the effects of interactive output task and reading input on Incidental Vocabulary acquisition, and the effects of teacher-student interaction and peer interaction on Incidental Vocabulary Acquisition in the interactive output task. The following four questions are answered: 1. Does the interactive output task promote incidental vocabulary acquisition in senior high school students'English reading? 2. Which is the better way to acquire incidental vocabulary in the interactive output task? 3. How does the teacher-student interaction and peer interaction affect senior high school students' incidental vocabulary acquisition? By means of vocabulary proficiency test, immediate post-test of target words and delayed test, 120 students from three parallel classes of Senior 2 in Xiangxi Autonomous Prefecture of Hunan Province were tested. The experimental group consisted of an interactive output group consisting of 37 students and 42 students. During the experiment, the students participated in two tests of target words, the experimental group that completed the interactive task and the control group that completed the reading task were tested immediately, and the delayed test was conducted one week later. The verb-output task is helpful to incidental vocabulary acquisition. Interactive output task is more helpful to incidental vocabulary acquisition than input-based reading task, whether it is immediate acquisition or delayed acquisition. The results of delayed vocabulary tests showed that teacher-student interaction was more conducive to the retention of incidental vocabulary acquisition. Thirdly, the significant differences between teacher-student interaction group and peer interaction group were mainly reflected in the use of feedback strategies. In teacher-student interaction tasks, teachers used more flexible feedback methods, which included explicit feedback and implicit feedback. Fourthly, the differences between teacher-student interaction and peer interaction are mainly affected by the feedback subjects'English proficiency, previous learning experience, motivation and feedback strategies. This study further verifies that the reading output task is better than the other two from the perspective of interaction and output hypothesis. Reading input is more conducive to incidental vocabulary acquisition. Teacher-student interaction and peer interaction are significantly different in the retention of incidental vocabulary acquisition. Teacher-student interaction is more conducive to incidental vocabulary acquisition than peer interaction. Finally, this paper puts forward some suggestions on the study of English vocabulary teaching and incidental vocabulary acquisition in senior high schools so as to promote teachers'vocabulary teaching, students' vocabulary acquisition and English incidental vocabulary acquisition.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41
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