在二語(yǔ)習(xí)得領(lǐng)域詞匯的學(xué)習(xí)方式有兩種:一種是刻意詞匯學(xué)習(xí),另一種是詞匯附帶習(xí)得。與刻意詞匯學(xué)習(xí)相比,詞匯附帶習(xí)得是指學(xué)習(xí)者在完成學(xué)習(xí)任務(wù)的過程中附帶地習(xí)得詞匯,并非專門地對(duì)詞匯進(jìn)行學(xué)習(xí)。作為語(yǔ)言學(xué)習(xí)的“副產(chǎn)品”,詞匯附帶習(xí)得在提高學(xué)習(xí)者語(yǔ)言能力的同時(shí)也促進(jìn)了學(xué)習(xí)者對(duì)詞匯的習(xí)得。這種事半功倍的教學(xué)方法被廣泛地應(yīng)用于英語(yǔ)教學(xué)中。鑒于閱讀是實(shí)現(xiàn)詞匯附帶習(xí)得的有效載體,讀后輸出則是閱讀活動(dòng)不可缺少的環(huán)節(jié),教師在英語(yǔ)閱讀教學(xué)中設(shè)置不同的讀后輸出任務(wù),可以有效促進(jìn)詞匯附帶習(xí)得。同時(shí),口頭輸出與書面輸出作為輸出任務(wù)的兩種形式,會(huì)在不同程度上對(duì)詞匯附帶習(xí)得產(chǎn)生積極影響。此外,學(xué)生是教學(xué)的主體,其認(rèn)知風(fēng)格的差異對(duì)教學(xué)效果的影響必須予以考慮。初中生已經(jīng)形成了特定的場(chǎng)獨(dú)立/場(chǎng)依存型認(rèn)知風(fēng)格。其中,場(chǎng)獨(dú)立和場(chǎng)依存學(xué)習(xí)者由于其信息加工方式的不同導(dǎo)致他們?cè)趯W(xué)習(xí)任務(wù)的選擇和學(xué)習(xí)效果上產(chǎn)生個(gè)體差異性。在此背景下,研究不同認(rèn)知風(fēng)格的初中生在英語(yǔ)讀后輸出任務(wù)中詞匯附帶習(xí)得的效果,對(duì)差異化詞匯教學(xué)有一定的指導(dǎo)意義。本文基于輸出假說、認(rèn)知風(fēng)格理論和投入量假說,將詞匯附帶習(xí)得的內(nèi)部影響因素(認(rèn)知風(fēng)格)和外部影響因素(輸出任務(wù))結(jié)...

【文章頁(yè)數(shù)】：84 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
ABSTRACT
Chapter One:Introduction
    1.1 Research Background
    1.2 Research Purpose
    1.3 Research Significance
    1.4 Structure of the Thesis
Chapter Two:Literature Review
    2.1 Incidental Vocabulary Acquisition(IVA)
        2.1.1 Definitions of IVA
        2.1.2 Research on Reading and IVAAbroad
        2.1.3 Research on Reading and IVA at Home
    2.2 Output and Output Task
        2.2.1 Research on Output Task and IVAAbroad
        2.2.2 Research on Output Task and IVA at Home
    2.3 Field-dependent and field-independent cognitive styles
        2.3.1 Definitions of FI and FD
        2.3.2 Characteristics of FI and FD
        2.3.3 Research on FI and FD in SLAAbroad
        2.3.4 Research on FI and FD in SLA at Home
Chapter Three:Theoretical Framework
    3.1 Output Hypothesis
    3.2 The Cognitive Style Theory
    3.3 Involvement Load Hypothesis
Chapter Four:Research Methodology
    4.1 Research Questions
    4.2 Research Subjects
    4.3 Research Instruments
        4.3.1 Group Embedded Figures Test(GEFT)
        4.3.2 Vocabulary Knowledge Scale(VKS)
        4.3.3 Reading Material and Target Words
    4.4 Procedures of the Experiment
    4.5 Data Analysis
Chapter Five:Results and Discussion
    5.1 Correlation between FI/FD and IVA
    5.2 Comparison of FI and FD on IVA
    5.3 Comparison of Written Output and Oral Output on IVA
Chapter Six:Conclusion
    6.1 Major Findings
    6.2 Pedagogical Implications
    6.3 Limitations and Suggestions
REFERENCES
APPENDIX Ⅰ Group Embedded Figures Test
APPENDIX Ⅱ Vocabulary Knowledge Scale
APPENDIX Ⅲ Reading Material
APPENDIX Ⅳ The Test of Written Output
TABLES
PUBLISHED PAPERS
ACKNOWLEDGEMENTS



本文編號(hào)：3749039