【摘要】：語言學(xué)家和教育學(xué)者們對(duì)二語詞匯附帶習(xí)得進(jìn)行大量的理論描述和實(shí)證研究。二語詞匯附帶習(xí)得的前期諸多研究,基本上以輸入-輸出假設(shè)和投入量假設(shè)為理論基礎(chǔ),尤其是后者。二語研究者探究很多可能影響二語詞匯附帶習(xí)得的因素,如任務(wù)設(shè)計(jì)、文本特征、語境等。前期研究通過設(shè)計(jì)各種閱讀附帶的詞匯學(xué)習(xí)的任務(wù),以及納入不同的調(diào)節(jié)變量(如詞匯量大小和語言水平)探討了輸入-輸出假說和任務(wù)誘發(fā)的投入量對(duì)二語詞匯習(xí)得的解釋力。但是鮮有研究從學(xué)習(xí)者角度去關(guān)注二語詞匯附帶習(xí)得。此外,前人的大多數(shù)研究探討了影響二語詞匯附帶習(xí)得的某一個(gè)或兩個(gè)因素,而僅有少數(shù)研究探討了不同因素如何交互影響二語詞匯附帶習(xí)得�；诖�,本研究采用實(shí)證研究方法試圖從學(xué)習(xí)者自身角度出發(fā),以圖示理論、有限能力假設(shè)和“聚焦充實(shí)”假設(shè)等為理論基礎(chǔ),更加全面地探究話題熟悉度、篇章視覺詞匯量、句法知識(shí)和二語閱讀水平對(duì)二語詞匯附帶習(xí)得的影響。具體包括以下問題:1.話題熟悉度、篇章視覺詞匯量、句法知識(shí)和二語閱讀水平是否對(duì)二語詞匯附帶習(xí)得產(chǎn)生預(yù)測(cè)力?2.話題熟悉度、篇章視覺詞匯量、句法知識(shí)和二語閱讀水平對(duì)二語詞匯附帶習(xí)得的貢獻(xiàn)力差異如何?本研究的受試來自南京工業(yè)大學(xué)兩個(gè)自然班的82名非英語專業(yè)一年級(jí)學(xué)生。所有受試在課堂上接受了話題熟悉度問卷調(diào)查,篇章視覺詞匯量測(cè)試、句法知識(shí)測(cè)試和二語閱讀理解測(cè)試。在此之后,受試被要求完成二語詞匯知識(shí)習(xí)得測(cè)試。話題熟悉度問卷調(diào)查測(cè)試受試對(duì)所選閱讀材料的熟悉程度。篇章視覺詞匯量測(cè)試對(duì)所選閱讀材料中非目標(biāo)詞的了解情況。句法測(cè)試由多項(xiàng)選擇題、完形填空題和改錯(cuò)題三部分組成,衡量受試的語法和語篇知識(shí)。受試的二語閱讀水平根據(jù)受試參加英語閱讀理解測(cè)試的成績(jī)來測(cè)定。二語即時(shí)測(cè)試的成績(jī)則記為二語詞匯知識(shí)的習(xí)得。多元線性回歸分析結(jié)果如下:1.話題熟悉度、篇章視覺詞匯量和二語閱讀水平對(duì)二語詞匯附帶習(xí)得有顯著預(yù)測(cè)力(p.05,R2=.234);而句法知識(shí)對(duì)二語詞匯附帶習(xí)得沒有預(yù)測(cè)力(p.05)。2.篇章視覺詞匯量對(duì)二語詞匯附帶習(xí)得的預(yù)測(cè)力高于話題熟悉度和二語閱讀水平,因而,篇章視覺詞匯量是影響二語詞匯習(xí)得的最顯著因素(部分相關(guān)系數(shù)為.253),而句法知識(shí)仍是對(duì)二語詞匯習(xí)得沒有預(yù)測(cè)力(p.05)。本研究具有重要的理論和教學(xué)意義。本研究的理論意義在于可理解輸入假說、圖示理論、有限能力假設(shè)和“聚焦、充實(shí)”假說得到了研究結(jié)果的證實(shí)。此外,基于投入量假設(shè)的任務(wù)設(shè)計(jì),也同樣需要考慮到學(xué)習(xí)者本身諸多因素的制約。在教學(xué)法上,本研究也為二語教師提供如何擴(kuò)大和提高學(xué)習(xí)者詞匯知識(shí)方面提供有益的啟示。一方面,教師應(yīng)引導(dǎo)學(xué)生適當(dāng)進(jìn)行廣泛和大量地閱讀,以此擴(kuò)大詞匯量和豐富詞匯知識(shí);另一方面,在閱讀教學(xué)指導(dǎo)過程中,二語教師應(yīng)選擇與二語閱讀者水平相適應(yīng)的閱讀材料進(jìn)行教學(xué),由此激發(fā)學(xué)生的學(xué)習(xí)興趣,此外,適當(dāng)引導(dǎo)學(xué)生如何依據(jù)語境線索及上下文推測(cè)詞義。
[Abstract]:The linguists and the educational scholars have carried out a lot of theoretical and empirical research on the two-language vocabulary. The pre-study of the two-language vocabulary is based on the input-output hypothesis and the input hypothesis as the theoretical basis, especially the latter. The two-language researchers explored many factors that might affect the incidental learning of the two-language vocabulary, such as task design, text features, context, and so on. In the early stage, the author discusses the input-output hypothesis and the input of the task-induced input-output hypothesis and the interpretation of the two-language vocabulary learning by designing the task of reading the incidental vocabulary learning and the different adjustment variables (such as the vocabulary size and the language level). But there is little research to learn from the learner's point of view of the two-language vocabulary. In addition, most of the previous studies have explored one or two factors that affect the incidental learning of the two-language vocabulary, and only a few studies have explored how different factors interact with the two-language vocabulary. On the basis of this, the present study uses the empirical research method to study the topic familiarity and the text visual vocabulary based on the theory, the limited ability hypothesis and the 鈥渇ocus and enrichment鈥，

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