詞匯習(xí)得一直以來都是二語習(xí)得的重要組成部分。隨著Schmidt提出了“注意假設(shè)”,許多研究者開始把研究投向于如何通過教學(xué)方法提升學(xué)習(xí)者對詞匯或語言形式的注意,進(jìn)而促進(jìn)學(xué)習(xí)者對詞匯和語言形式的習(xí)得。同時(shí),這也為二語習(xí)得的研究和發(fā)展提供了一個(gè)新的視角。 本研究在“注意假設(shè)”的基礎(chǔ)上,從認(rèn)知和心理學(xué)的角度分析二語詞匯習(xí)得。通過實(shí)驗(yàn)比較了輸入強(qiáng)化,口語輸出和書面輸出這三種提升注意的教學(xué)方法在閱讀中對詞匯習(xí)得的影響,希望能對二語詞匯學(xué)習(xí)和教學(xué)有所幫助。 本研究試圖回答以下三個(gè)問題: 1.兩組輸出任務(wù)組(口語輸出和書面輸出)是否比輸入強(qiáng)化任務(wù)組更有利于詞匯習(xí)得? 2.在及時(shí)測試(短時(shí)記憶)中,口語輸出任務(wù)組和書面輸出任務(wù)組之間在習(xí)得新詞匯方面是否有顯著的差異? 3.是否是輸出任務(wù)組,尤其是書面輸出任務(wù)更有利于被試在長時(shí)記憶中記憶更多的詞匯? 本研究的被試來自于江西師范大學(xué)國際交流學(xué)院英語專業(yè)大一年級的90名英語專業(yè)學(xué)生,他們被分成了輸入強(qiáng)化組,口語輸出組和書面輸出組三個(gè)實(shí)驗(yàn)組。對本實(shí)驗(yàn)所產(chǎn)生的數(shù)據(jù)采用了方差分析和配對T檢驗(yàn)進(jìn)行分析,得出的主要結(jié)論如下: 1.通過學(xué)生在閱讀材料后完成不同的任務(wù),發(fā)現(xiàn)...

【文章頁數(shù)】：80 頁

【學(xué)位級別】：碩士

【文章目錄】：
Abstract
中文摘要
Chapter 1 Introduction
    1.1 Background of the Present Research
    1.2 Significance and Purpose of the Present Study
    1.3 The Structure of the Thesis
Chapter 2 Literature Review
    2.1 Noticing and Second Language Acquisition
        2.1.1 The Definition of Noticing
            2.1.1.1 Schmidt’s Definition of Noticing
            2.1.1.2 Tomlin and Villa’s Definition of Noticing
            2.1.1.3 Robinson’s Definition of Noticing
        2.1.2 Schmidt’s Noticing Hypothesis
        2.1.3 Factors Influencing Noticing
    2.2 SLA Input and Noticing
        2.2.1 Krashen’s Input Hypothesis
        2.2.2 Limitations of Comprehensible Input
        2.2.3 Input Enhancement
    2.3 SLA output and Noticing
        2.3.1 The Definition of Comprehensible Output
        2.3.2 Swain’s Comprehensible Output Hypothesis
        2.3.3 Output and Noticing
    2.4 Cognitive and Psychological Considerations in Vocabulary Learning
        2.4.1 Levels of Processing
        2.4.2 Involvement Load Hypothesis
    2.5 Studies on Different Noticing Tasks
        2.5.1 Studies Abroad
        2.5.2 Studies At Home
Chapter 3 Methodology
    3.1 Research Questions
    3.2 Subjects
    3.3 Instruments
        3.3.1 Tasks
        3.3.2 Materials
        3.3.3 Target Words
        3.3.4 Distraction Words
    3.4 Procedures
    3.5 Data Collection
        3.5.1 Pretest
        3.5.2 Two Posttests
    3.6 Date Analysis
Chapter 4 Results and Discussion
    4.1 Results of Immediate Posttest and Delayed Posttest
        4.1.1 Results of Immediate Posttest
        4.1.2 Results of Delayed Posttest
    4.2 Results from the Comparison
    4.3 The Acquisition of New Words of Each Group
    4.3 Discussion
        4.3.1 Discussion of Research Question 1
        4.3.2 Discussion of Research Question 2
        4.3.3 Discussion of Research Question 3
        4.3.4 Vocabulary Retention
            4.3.4.1 The Psychological Factors
            4.3.4.2 The Linguistic Factors
Chapter 5 Conclusions
    5.1 Major Findings
    5.2 Pedagogical Implications
    5.3 Limitations
    5.4 Recommendations for Further Research
Reference
Appendix Ⅰ Reading Comprehension Passage
Appendix Ⅱ Task 1: Input Enhancement
    Task 1: Reading comprehension
Appendix Ⅲ Task 2: Oral Output
    Task 2: Oral Interpretation
Appendix Ⅳ Task 4: Written Output
    Task 3: Translation
Appendix Ⅴ Pretest
Appendix Ⅵ Posttest
Acknowledgements
在讀期間公開發(fā)表論文（著）及科研情況



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