發(fā)布時間：2021-04-27 20:48

　　在英語詞匯附帶習(xí)得研究領(lǐng)域中,較多的研究對比了不同輸入模態(tài)對詞匯附帶習(xí)得的影響,證實(shí)了多模態(tài)輸入更能夠促進(jìn)詞匯附帶習(xí)得效果,但大多數(shù)研究都以大學(xué)生為研究對象,較少涉及高中生的詞匯附帶習(xí)得研究。此外,多模態(tài)輸入對高中生詞匯附帶習(xí)得具體有什么影響以及如何在高中英語課堂應(yīng)用多模態(tài)輸入提高學(xué)生詞匯附帶習(xí)得等問題,還需要進(jìn)一步探討。由此,本文主要以投入量假說、多模態(tài)話語分析理論以及輸入假說為理論基礎(chǔ),基于高中學(xué)生英語詞匯學(xué)習(xí)現(xiàn)狀,對比分析了多模態(tài)輸入方式下與單模態(tài)輸入方式下的高中生英語詞匯附帶習(xí)得效果,初步探索了多模態(tài)輸入在高中課堂中的實(shí)現(xiàn)手段與實(shí)施模式,主要回答了以下三個問題:1、多模態(tài)輸入是否能促進(jìn)高中生的詞匯附帶習(xí)得?2、多模態(tài)輸入對高中生的詞匯附帶習(xí)得有什么影響?3、如何在高中英語課堂中應(yīng)用多模態(tài)輸入提高學(xué)生的詞匯附帶習(xí)得?本文采用實(shí)驗(yàn)的方法,通過對比實(shí)驗(yàn)班和控制班的方式,以調(diào)查問卷、詞匯量測試、目標(biāo)詞匯及時測和延時測為研究工具,對成都市龍泉一中高二年級2個平行水平班100個學(xué)生進(jìn)行了研究。實(shí)驗(yàn)班為文本-音頻-視頻協(xié)同的多模態(tài)輸入,控制班為單模態(tài)的閱讀文本輸入。實(shí)驗(yàn)中,兩個班的學(xué)生需完成... 

【文章來源】：四川師范大學(xué)四川省

【文章頁數(shù)】：100 頁

【學(xué)位級別】：碩士

【文章目錄】：
摘要
ABSTRACT
Chapter one Introduction
    1.1 Background of the Research
    1.2 Purpose and Significance of the Research
        1.2.1 The Purpose of the Research
        1.2.2 The Significance of the Research
    1.3 Structure of the Thesis
Chapter Two Literature Review
    2.1 Relevant Definitions
        2.1.1 Incidental Vocabulary Acquisition
        2.1.2 Multimodality
        2.1.3 Multimodal Input
    2.2 Theoretical Foundations
        2.2.1 Involvement Load Hypothesis
        2.2.2 Multimodal Discourse Analysis Theory
        2.2.3 Input Hypothesis
    2.3 Previous Study
        2.3.1 Previous Studies on Multimodal Input
        2.3.2 Previous Studies on IVA
Chapter Three Methodology
    3.1 Research Questions
    3.2 Research Participants
    3.3 Research Instruments
        3.3.1 Questionnaire
        3.3.2 Vocabulary Size Test
        3.3.3 Vocabulary Knowledge Scale Test
    3.4 Research Procedure
        3.4.1 The Preparatory Work before the Experiment
        3.4.2 The Implementation of the Experiment
    3.5 Data Collection and Data Analysis
Chapter Four Results and Discussion
    4.1 Results
        4.1.1 Results of the Questionnaire
        4.1.2 Results of the Immediate Test
        4.1.3 Results of the Delayed Test
        4.1.4 Comparison Results of the Immediate Test and the Delayed Test
    4.2 Discussion on the Questionnaire and Research Questions
        4.2.1 Discussion on the Questionnaire
        4.2.2 Discussion on the First Research Question
        4.2.3 Discussion on the Second Research Question
        4.2.4 Discussion the Third Research Question
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Pedagogical Implications
    5.3 Limitations
    5.4 Suggestions for Further Research
Bibliography
Appendix I Questionnaire
AppendixⅡ Vocabulary Size Test
AppendixⅢ Immediate Test
AppendixⅣ Delayed Test
AppendixⅤ Reading Passage
Acknowledgement



本文編號：3164133