詞匯作為學(xué)習(xí)英語(yǔ)的重要基礎(chǔ),對(duì)英語(yǔ)學(xué)習(xí)者的聽(tīng)、說(shuō)、讀、寫(xiě)、看等能力起著重要的作用。然而,部分普通高中在英語(yǔ)教學(xué)中只采用機(jī)械的刻意識(shí)記方式教授詞匯,如背誦單詞表、詞匯書(shū)等,這使得學(xué)生學(xué)習(xí)詞匯的效率不高。近年來(lái),通過(guò)閱讀的方式附帶習(xí)得詞匯被證實(shí)為英語(yǔ)學(xué)習(xí)者學(xué)習(xí)新詞匯、擴(kuò)大詞匯量的重要方式之一。同時(shí),分級(jí)讀物作為語(yǔ)言教學(xué)的輔助材料也越來(lái)越受到重視。本文以外研社多維閱讀系列分級(jí)讀物為閱讀材料,研究高中生的詞匯附帶習(xí)得情況。本研究旨在探討以下三個(gè)問(wèn)題:1.分級(jí)讀物對(duì)高中生附帶習(xí)得詞匯以及保持詞匯有何影響?2.分級(jí)讀物的話題熟悉度以及體裁如何影響高中生附帶習(xí)得詞匯以及保持詞匯?3.分級(jí)讀物對(duì)高中生附帶習(xí)得詞匯的興趣有何影響?筆者選取了某高中高二級(jí)部?jī)蓚�(gè)平行班級(jí)的75名學(xué)生作為實(shí)驗(yàn)對(duì)象。正式閱讀前詞匯量測(cè)試和閱讀水平測(cè)試說(shuō)明實(shí)驗(yàn)對(duì)象的英語(yǔ)水平均為中等。在實(shí)驗(yàn)開(kāi)始前,筆者向被試發(fā)放了高中生利用分級(jí)讀物附帶習(xí)得詞匯興趣情況調(diào)查問(wèn)卷,之后被試閱讀兩組熟悉度以及體裁各不相同的分級(jí)讀物文本,并要求在讀后立即進(jìn)行詞匯習(xí)得測(cè)試,兩周后進(jìn)行詞匯保持測(cè)試。閱讀實(shí)驗(yàn)后被試完成興趣問(wèn)卷后測(cè)。最后筆者利用Excel和SPS... 

【文章頁(yè)數(shù)】：115 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
Chapter One Introduction
    1.1 Research Background
    1.2 Significance of the Research
    1.3 Structure of the Thesis
Chapter Two Literature Review
    2.1 Incidental Vocabulary Acquisition
        2.1.1 Definition of Incidental Vocabulary Acquisition
        2.1.2 Incidental Vocabulary Acquisition and Intentional Vocabulary Learning
        2.1.3 Factors Affecting Incidental Vocabulary Acquisition
    2.2 Researches on Graded Readers
        2.2.1 Researches on Graded Readers abroad
        2.2.2 Researches on Graded Readers at Home
    2.3 Researches on Correlation between Reading and Incidental Vocabulary Acquisition
        2.3.1 Researches on Correlation between Reading and Incidental VocabularyAcquisition abroad
        2.3.2 Researches on Correlation between Reading and Incidental VocabularyAcquisition at Home
        2.3.3 Problems on Incidental Vocabulary Acquisition in Reading
    2.4 Summary
Chapter Three Theoretical Basis
    3.1 Incidental Vocabulary Learning Mode
    3.2 Involvement Load Hypothesis
    3.3 Focus and Enrichment Mode
Chapter Four Methodology
    4.1 Research Questions
    4.2 Research Subjects
    4.3 Research Instruments
        4.3.1 Questionnaires
        4.3.2 Reading Materials
        4.3.3 Target Words
        4.3.4 Vocabulary Size Test
        4.3.5 Vocabulary Gain and Retention Tests
    4.4 Research Procedure
    4.5 Data Collection and Analysis
Chapter Five Results and Discussion
    5.1 Results of Vocabulary Gain and Retention Test
        5.1.1 Results of the Test after Reading Nomads-A Wandering People
        5.1.2 Results of the Test after Reading The World beyond Earth
        5.1.3 Results of the Test after Reading Lesson from Lea
        5.1.4 Results of the Test after Reading Cotton Wool Kids
        5.1.5 Results of Vocabulary Retention Test
    5.2 Effectiveness of Text-based Factors on Incidental Vocabulary Acquisition
        5.2.1 Effects of Topic Familiarity on Incidental Vocabulary Gain and Retention
        5.2.2 Effects of Different Genres on Incidental Vocabulary Gain and Retention
    5.3 Results of Questionnaires of Students’Interest Change
    5.4 Summary
Chapter Six Conclusion
    6.1 Major Findings
    6.2 Pedagogical Implications
    6.3 Limitations
    6.4 Suggestions for Future Study
Bibliography
AppendixⅠ:Vocabulary Size Text
AppendixⅡ:Interest Change Questionnaire
AppendixⅢ:Topic Familiarity Questionnaire
AppendixⅣ:Target Words
AppendixⅤ:Immediate Vocabulary Gain Test(Exposition)
AppendixⅥ:Immediate Vocabulary Gain Test(Narration)
AppendixⅦ:Delayed Vocabulary Retention Test(Exposition)
AppendixⅧ:Delayed Vocabulary Retention Test(Narration)
AppendixⅨ:Reading Materials
Acknowledgements


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碩士論文
[1]分級(jí)讀物對(duì)初中學(xué)生英語(yǔ)閱讀水平的影響實(shí)證研究[D]. 姚曉云.湖南師范大學(xué) 2015



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