【摘要】：詞匯在語(yǔ)言學(xué)習(xí)中的重要地位不言而喻。作為語(yǔ)言最基本的組成部分，詞匯一直被認(rèn)為是語(yǔ)言學(xué)習(xí)的基礎(chǔ)。自從Swain(1985，1995)提出可理解性輸出假設(shè)后，學(xué)者們?cè)谡Z(yǔ)言輸出是否可以促進(jìn)二語(yǔ)詞匯附帶習(xí)得方面的實(shí)證研究不勝枚舉且從未間斷。大量的實(shí)證研究結(jié)果表明口頭輸出或者書(shū)面輸出對(duì)二語(yǔ)詞匯附帶習(xí)得有促進(jìn)作用。但是，很少有研究探討不同書(shū)面輸出任務(wù)是否會(huì)對(duì)二語(yǔ)產(chǎn)出性詞匯附帶習(xí)得產(chǎn)生不同的影響。以中國(guó)學(xué)生作為參與者的研究更是少之又少。本研究旨在探討書(shū)面復(fù)述輸出任務(wù)和書(shū)面寫(xiě)作輸出兩種不同的書(shū)面輸出任務(wù)對(duì)提高產(chǎn)出性詞匯附帶習(xí)得的影響。 來(lái)自山東財(cái)經(jīng)大學(xué)的80名大二學(xué)生參與了本次實(shí)證研究。兩個(gè)自然班的學(xué)生被隨機(jī)地分成兩個(gè)不同的實(shí)驗(yàn)組，并執(zhí)行兩種不同的書(shū)面輸出任務(wù)。本次實(shí)驗(yàn)包括四個(gè)部分：前測(cè)，實(shí)驗(yàn)，即時(shí)后側(cè)和兩次后測(cè)。不參加實(shí)驗(yàn)處理的20名大二學(xué)生參加了先導(dǎo)性測(cè)試，通過(guò)測(cè)試他們選擇出本實(shí)驗(yàn)所用的10個(gè)目標(biāo)詞。通過(guò)對(duì)參與者進(jìn)行前測(cè)，發(fā)現(xiàn)他們的詞匯量水平在實(shí)驗(yàn)前處于同一水平。然后實(shí)驗(yàn)參與者在閱讀了筆者準(zhǔn)備的文章后，，執(zhí)行了不同的書(shū)面輸出任務(wù)。實(shí)驗(yàn)處理后所有參與者分別在一周后和四周后接受了兩次詞匯后測(cè)，并將測(cè)試數(shù)據(jù)進(jìn)行分析。本研究的出的結(jié)論是:(1)書(shū)面輸出任務(wù)有助于參與者產(chǎn)出性詞匯的附帶習(xí)得。(2)書(shū)面復(fù)述任務(wù)和寫(xiě)作任務(wù)對(duì)產(chǎn)出性詞匯附帶習(xí)得的影響具有顯著性差異。 本研究結(jié)果與前人關(guān)于語(yǔ)言輸出可以促進(jìn)二語(yǔ)詞匯附帶習(xí)得的實(shí)證研究結(jié)論相符。本實(shí)證研究發(fā)現(xiàn)書(shū)面復(fù)述任務(wù)和書(shū)面寫(xiě)作任務(wù)對(duì)二語(yǔ)詞匯附帶習(xí)得具有不同的促進(jìn)作用。然后筆者主要從實(shí)證的任務(wù)要求，學(xué)習(xí)者注意力資源分配以及認(rèn)識(shí)力的角度對(duì)本研究的結(jié)論進(jìn)行了討論。最后結(jié)論部分，筆者討論了本實(shí)證研究的教學(xué)意義和不足之處，并對(duì)未來(lái)研究提出了建議。
[Abstract]:The importance of vocabulary in language learning is self-evident. As the most basic part of language, vocabulary has always been regarded as the basis of language learning. Since Swain (1985 / 1995) proposed the comprehensible output hypothesis, there have been numerous and uninterrupted empirical studies on whether language output can promote incidental second language vocabulary acquisition. A large number of empirical studies have shown that oral output or written output can promote incidental second language vocabulary acquisition. However, few studies have explored whether different written output tasks have different effects on incidental second language output vocabulary acquisition. The study of Chinese students as participants is even less. The purpose of this study is to explore the effects of two different written output tasks, written retelling and written output, on the incidental acquisition of productive vocabulary. Eighty sophomores from Shandong University of Finance and Economics participated in the empirical study. The students of the two natural classes were randomly divided into two different experimental groups and performed two different written output tasks. The experiment consists of four parts: pre-test, experiment, immediate posterior test and two posttest. Twenty sophomores who did not take part in the experiment participated in the pilot test and selected the 10 target words used in the experiment. By pre-testing participants, their vocabulary level was found to be at the same level before the experiment. The participants then performed different written output tasks after reading the article prepared by the author. After the experiment, all the participants were tested twice after one week and four weeks, and the test data were analyzed. The conclusions of the present study are as follows: (1) written output tasks contribute to incidental acquisition of productive vocabulary; (2) there are significant differences in the effects of written retelling tasks and writing tasks on incidental acquisition of productive vocabulary. The results of this study are consistent with previous empirical findings that language output can promote incidental second language vocabulary acquisition. This empirical study finds that written retelling task and written writing task have different effects on incidental second language vocabulary acquisition. Then the author discusses the conclusions of this study from the perspective of empirical task requirements, learners' attention resource allocation and cognitive ability. Finally, the author discusses the teaching significance and deficiency of this empirical study, and puts forward some suggestions for future research.
【學(xué)位授予單位】：山東財(cái)經(jīng)大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：H09

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