近些年來(lái),越來(lái)越多的研究表明學(xué)習(xí)者的二語(yǔ)水平與其掌握的二語(yǔ)詞塊數(shù)量有很大關(guān)系。然而詞塊數(shù)量龐大,如何將其記憶卻是一大難題。根據(jù)近來(lái)提出的“頭韻策略”,頭韻有利于記憶,且“注意”可加強(qiáng)這種功能。本文基于Lindstromberg and Boers （2008a）的研究,通過(guò)兩個(gè)實(shí)驗(yàn)探討“注意”對(duì)中國(guó)大學(xué)生頭韻詞塊記憶的影響。實(shí)驗(yàn)一通過(guò)分析被試對(duì)四類短語(yǔ)分類的結(jié)果研究學(xué)習(xí)者能否在沒(méi)有任何指導(dǎo)的條件下注意到頭韻短語(yǔ)。實(shí)驗(yàn)二選用與實(shí)驗(yàn)一不同的被試,將其分成實(shí)驗(yàn)組和控制組,通過(guò)對(duì)實(shí)驗(yàn)組和控制組的短語(yǔ)產(chǎn)出結(jié)果進(jìn)行分析,從而研究：1.頭韻短語(yǔ)是否比無(wú)語(yǔ)音重復(fù)的短語(yǔ)好記；2.通過(guò)引導(dǎo)學(xué)習(xí)者注意能否加強(qiáng)其對(duì)頭韻短語(yǔ)的即時(shí)記憶；3.通過(guò)引導(dǎo)學(xué)習(xí)者注意能否進(jìn)而加強(qiáng)其對(duì)頭韻短語(yǔ)的延時(shí)記憶。實(shí)驗(yàn)二的具體過(guò)程為：首先,研究者通過(guò)三個(gè)例子引導(dǎo)實(shí)驗(yàn)組的被試注意頭韻現(xiàn)象,對(duì)控制組的被試則不進(jìn)行引導(dǎo)。然后,要求實(shí)驗(yàn)組和控制組的被試?yán)首x26個(gè)目標(biāo)短語(yǔ)（13個(gè)押頭韻,13個(gè)無(wú)語(yǔ)音重復(fù)）。兩分鐘后給實(shí)驗(yàn)組和控制組的被試每人發(fā)一張白紙,要求他們寫下他們所能記住的全部短語(yǔ)。一周后讓兩組學(xué)生從52個(gè)短語(yǔ)中（26個(gè)干擾項(xiàng)）識(shí)別并劃出... 

【文章來(lái)源】：蘭州大學(xué)甘肅省 211工程院校 985工程院校 教育部直屬院校

【文章頁(yè)數(shù)】：100 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgement
Abstract
摘要
List of Tables
List of Figures
List of Abbreviations
Chapter One INTRODUCTION
    1.1 Background of the Study
    1.2 Purpose of the Study
    1.3 Significance of the Study
    1.4 Scope of the Study
    1.5 Organization of the Paper
Chapter Two THEORETICAL FRAMEWORK
    2.1 Noticing
        2.1.1 Definition of Noticing
        2.1.2 Noticing and SLA
        2.1.3 Influences on Noticing
    2.2 Lexical Chunk
        2.2.1 Definition
        2.2.2 Lexical Chunks and SLA
        2.2.3 The Lexical Approach
    2.3 Etymological Elaboration and Alliteration Strategy
        2.3.1 Etymological Elaboration
        2.3.2 Alliteration Strategy
    2.4 Application of Previous Theories and Techniques in Present Study
    2.5 Summary
Chapter Three LITERATURE REVIEW
    3.1 Review of Relevant Researches
    3.2 Strengths and Weaknesses of Previous Studies
        3.2.1 Strengths
        3.2.2 Weaknesses
    3.3 Originality of Present Study
    3.4 Summary
Chapter Four RESEARCH DESIGN
    4.1 Research Questions and Hypotheses
    4.2 Experimental Design
        4.2.1 Experiments
        4.2.2 Variables
    4.3 Experimental Procedures
        4.3.1 Procedures for Experiment 1
        4.3.2 Procedures for Experiment 2
    4.4 Summary
Chapter Five METHODOLOGY
    5.1 Pilot Study
    5.2 Control of Intervening Variables
    5.3 Participants
    5.4 Materials
    5.5 Data Collection
    5.6 Scoring
    5.7 Statistical Analysis
    5.8 Summary
Chapter Six RESULTS AND DISCUSSION
    6.1 Results and Discussion of Research Question 1
        6.1.1 Results
        6.1.2 Discussion
    6.2 Results and Discussion of Research Question 2
        6.2.1 Results
        6.2.2 Discussion
    6.3 Results and Discussion of Research Question 3
        6.3.1 Results
        6.3.2 Discussion
    6.4 Results and Discussion of Research Question 4
        6.4.1 Results
        6.4.2 Discussion
    6.5 Summary
Chapter Seven CONCLUSION AND IMPLICATIONS
    7.1 Conclusion
    7.2 Implications
    7.3 Limitations of Current Study and Suggestions for Future Research
NOTES
REFERENCES
APPENDICES
    Appendix A Phrases of the Delayed Recognition Task of Experiment 2
    Appendix B Example of Alliterative Phrases Underlined by the Experimental Group inTask 1 of Experiment 2
    Appendix C Example of Production of Alliterative Phrases and No-Repetitive Phrasesby Experimental Group in Task 1 of Experiment 2
    Appendix D Example of Production of Alliterative Phrases and No-Repetitive Phrasesby Control Group in Task 1 of Experiment 2
    Appendix E Example of Identifying Production of Alliterative Phrases by ExperimentalGroup in Task 2 of Experiment 2
    Appendix F Example of Identifying Production of Alliterative Phrases andNo-Repetitive Phrases by Control Group in Task 2 of Experiment 2
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【參考文獻(xiàn)】：
期刊論文
[1]詞源信息對(duì)慣用語(yǔ)學(xué)習(xí)的影響[J]. 侯三林.  繼續(xù)教育研究. 2009(02)



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