詞匯學習作為語言學習的重要組成部分,長期以來一直為外語研究者們所重視。詞匯搭配與詞匯學習緊密聯(lián)系,并且逐漸成為當代語言學研究關(guān)注的焦點之一。關(guān)于詞匯搭配附帶習得的研究自上世紀90年代便已興起且初具成果,然而對于詞匯搭配附帶習得,研究者們僅研究其在單一輸入模式如聽或讀的情況下的習得情況,卻鮮有關(guān)于聽讀交互模式下詞匯搭配附帶習得的研究。本研究基于輸入理論,深加工理論和投入量假設(shè)的理論基礎(chǔ),試圖回答以下三個研究問題:1.詞匯搭配能否在聽讀交互模式下被附帶習得?2.聽讀交互模式下,詞匯搭配的接受性和產(chǎn)出性詞形和詞義知識在重復頻率為多少次的情況下可以被附帶習得?3.在聽讀交互模式下,詞匯搭配的接受性和產(chǎn)出性詞形和詞義知識的附帶習得情況在即時后測和延時后測中的保持情況如何?本研究的參與者是來自于渤海大學某非英語專業(yè)大二的五個平行班的100名學生,他們被分為一個控制組和四個實驗組。其中四個實驗組分別在聽讀交互模式下接觸18個目標詞匯搭配出現(xiàn)不同頻率的分級材料,而控制組則聽讀不包含18個目標詞匯搭配的分級材料。即時后測在聽讀之后馬上進行,而延時后測則在一周后進行。所有的數(shù)據(jù)被收集并通過SPSS進行了數(shù)... 

【文章來源】：渤海大學遼寧省

【文章頁數(shù)】：81 頁

【學位級別】：碩士

【文章目錄】：
Abstract
摘要
Chapter One Introduction
    1.1 Research background
    1.2 Purpose and significance of the research
    1.3 Overall structure of the thesis
Chapter Two Literature Review
    2.1 Introduction of incidental acquisition of collocation
        2.1.1 Definition of collocation
        2.1.2 Classification of collocation
        2.1.3 Related studies on incidental acquisition of collocation
    2.2 Theoretical basis of incidental acquisition of collocation
        2.2.1 Input Hypothesis
        2.2.2 Theory of Depth of Processing
        2.2.3 Involvement Load Hypothesis
    2.3 Related research on the incidental acquisition of collocation through reading whilelistening at home and abroad
        2.3.1 Related research abroad
        2.3.2 Related research at home
    2.4 The relationship between incidental acquisition of collocation and frequency ofoccurrence of target words
        2.4.1 Frequency of encounters in Noticing Hypothesis
        2.4.2 The effect of frequency of encounters on incidental acquisition of collocation
    2.5 Summary
Chapter Three Research Methodology
    3.1 Research questions
    3.2 Research participants
    3.3 Target collocations
    3.4 Research instruments
        3.4.1 Tests
        3.4.2 SPSS software
    3.5 Research procedure
        3.5.1 Vocabulary Levels Test
        3.5.2 Pre-test
        3.5.3 Treatment
        3.5.4 Post-test
    3.6 Data collection
Chapter Four Data Analysis and Discussion
    4.1 Data analysis and discussion of Research Question One
        4.1.1 Data analysis and discussion of Vocabulary Levels Test
        4.1.2 Data analysis and discussion of pre-test
        4.1.3 Data analysis and discussion of post-test
    4.2 Data analysis and discussion of Research Question Two
        4.2.1 Data analysis and discussion of receptive knowledge of form and meaning
        4.2.2 Data analysis and discussion of productive knowledge of form and meaning
    4.3 Data analysis and discussion of Research Question Three
        4.3.1 Data analysis and discussion of retention of receptive knowledge of form andmeaning
        4.3.2 Data analysis and discussion of retention of productive knowledge of form andmeaning
    4.4 Summary
Chapter Five Conclusion
    5.1 Major findings
    5.2 Implication
    5.3 Limitations and suggestions for the further study
References
Appendix Ⅰ The Vocabulary Levels Test for2000 words
Appendix Ⅱ The General Service List
Appendix Ⅲ Test paper for receptive knowledge of form of collocation in pre-test
Appendix Ⅳ Test paper for receptive knowledge of meaning of collocation in pre-test
Appendix Ⅴ Test paper for receptive knowledge of form of18 target collocations in post-test
Appendix Ⅵ Test paper for productive knowledge of form and meaning of18 targetcollocations in pot-test
Appendix Ⅶ Test paper for receptive knowledge of meaning of18 target collocations inpost-test
Acknowledgement
The list of the research papers published by author


【參考文獻】：
期刊論文
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碩士論文
[1]強化性語言輸入和語言輸出對詞匯搭配習得的影響[D]. 孔祥信.蘇州大學 2013
[2]教材中的詞匯輸入頻率對二語詞匯習得的影響[D]. 王鐳.南京師范大學 2008



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