本文關(guān)鍵詞：附帶習(xí)得與有意學(xué)習(xí)結(jié)合對(duì)高中生詞匯學(xué)習(xí)的影響研究　出處：《曲阜師范大學(xué)》2016年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 二語(yǔ)詞匯習(xí)得 高中生 詞匯附帶學(xué)習(xí)與詞匯有意學(xué)習(xí)相結(jié)合

【摘要】：在二語(yǔ)詞匯習(xí)得方式中,附帶習(xí)得與有意學(xué)習(xí)兩種方式備受關(guān)注。大量研究表明,附帶習(xí)得是詞匯習(xí)得的重要方式,它為詞匯習(xí)得提供豐富的語(yǔ)境信息并且學(xué)習(xí)過(guò)程以學(xué)生為中心,有利于發(fā)揮學(xué)生的主體地位。但附帶習(xí)得也存在一定局限性,如:詞匯習(xí)得效率偏低、詞義推測(cè)困難、目標(biāo)詞易被忽略。為了彌補(bǔ)這些不足,一些研究者提出增加有意學(xué)習(xí)能夠提高對(duì)目標(biāo)詞的注意和理解,從而促進(jìn)詞匯習(xí)得。由此,附帶習(xí)得和有意學(xué)習(xí)相結(jié)合的詞匯習(xí)得方式應(yīng)運(yùn)而生。本文以高中生為對(duì)象,研究附帶習(xí)得與有意學(xué)習(xí)相結(jié)合的方式對(duì)詞匯習(xí)得的影響,并進(jìn)一步比較兩種不同結(jié)合方式的效果。本研究以山東某所高中122名高一學(xué)生為受試,并將其分為三組,采用不同的詞匯習(xí)得方式。組一采用附帶習(xí)得方式(閱讀兩篇主題相關(guān)、含有相同10個(gè)目標(biāo)詞的文章);組二采用附帶習(xí)得與有意學(xué)習(xí)相結(jié)合的方式(閱讀文章后增加詞匯練習(xí)活動(dòng));組三同樣采用附帶習(xí)得與有意學(xué)習(xí)相結(jié)合的方式,但與組二不同(閱讀同一篇文章后增加用目標(biāo)詞寫作活動(dòng))。完成后,隨即運(yùn)用改進(jìn)后的詞匯知識(shí)量表(VKS)對(duì)受試就10個(gè)目標(biāo)詞的掌握情況進(jìn)行即時(shí)后測(cè),一周后進(jìn)行延時(shí)后測(cè),運(yùn)用統(tǒng)計(jì)軟件SPSS 17.0對(duì)所得數(shù)據(jù)進(jìn)行單因素方差分析、多重分析和配對(duì)樣本T檢驗(yàn)。此外,筆者對(duì)隨機(jī)挑選出來(lái)的12名受試進(jìn)行了半結(jié)構(gòu)式訪談,并對(duì)錄音資料進(jìn)行轉(zhuǎn)寫和分析。研究結(jié)果顯示,第一,在即時(shí)測(cè)試中,兩種習(xí)得方式相結(jié)合顯著優(yōu)越于單一的附帶習(xí)得方式。其中,讀后增加詞匯練習(xí)活動(dòng)優(yōu)越于讀后增加寫作活動(dòng),具有更好的詞匯習(xí)得效果。第二,在延時(shí)測(cè)試中,兩種習(xí)得方式相結(jié)合具有顯著優(yōu)勢(shì),并且讀后增加詞匯練習(xí)活動(dòng)取得了更好的詞匯保持效果(保持率達(dá)到93%)。第三,就接受性和產(chǎn)出性知識(shí)習(xí)得而言,在兩次測(cè)試中,兩種習(xí)得方式相結(jié)合更具優(yōu)勢(shì)。其中,讀后增加詞匯練習(xí)活動(dòng)獲得了更高的習(xí)得率,在兩次測(cè)試中,分別達(dá)到36%(接受性知識(shí))、21%(產(chǎn)出性知識(shí))和23%(接受性知識(shí))、15%(產(chǎn)出性知識(shí))。根據(jù)訪談,學(xué)生認(rèn)為在單一的附帶習(xí)得中難以注意目標(biāo)詞;讀后增加詞匯練習(xí)活動(dòng)能加強(qiáng)對(duì)目標(biāo)詞的注意,并有助于詞義推測(cè);讀后增加寫作活動(dòng)能加強(qiáng)對(duì)目標(biāo)詞注意,但活動(dòng)有一定難度。根據(jù)研究結(jié)果,教師可以采取附帶習(xí)得與有意學(xué)習(xí)相結(jié)合的方式進(jìn)行詞匯教學(xué)。老師可以通過(guò)附帶習(xí)得為學(xué)生提供語(yǔ)境信息,并在此基礎(chǔ)上增加難度適中、學(xué)生易于接受的有意學(xué)習(xí)活動(dòng)來(lái)激發(fā)學(xué)生的詞匯學(xué)習(xí)興趣。同時(shí)本研究也存在一些局限性,如:研究對(duì)象數(shù)量及范圍較小,閱讀材料進(jìn)行了人為干預(yù),兩次后測(cè)時(shí)間間隔較短。今后的研究可通過(guò)擴(kuò)大研究數(shù)量和范圍,采用更真實(shí)的閱讀材料,延長(zhǎng)后測(cè)時(shí)間間隔等方法彌補(bǔ)這些不足。
[Abstract]:In the two language vocabulary acquisition, two ways of incidental acquisition and intentional learning have attracted much attention. A large number of studies have shown that incidental learning is an important way of vocabulary acquisition. It provides rich contextual information for vocabulary acquisition, and the learning process is student centered, which helps to play the dominant role of students. However, there are some limitations in incidental acquisition, such as low efficiency of vocabulary acquisition, difficult meaning of word meaning, and easy neglect of target words. In order to make up for these shortcomings, some researchers suggest that increasing intentional learning can improve the attention and understanding of target words so as to promote vocabulary acquisition. Thus, the combination of incidental and intentional learning has emerged as the times require. This paper takes senior high school students as an example to study the influence of incidental acquisition and intentional learning on vocabulary acquisition, and further compares the effects of two different combinations. This study took 122 senior high school students in a high school in Shandong as subjects and divided them into three groups, using different vocabulary acquisition methods. A group of the incidental way (read two themes, with the same 10 target words; group two article) by incidental and intentional learning combination (after reading to increase vocabulary practice activities); group three using the same way of incidental and intentional learning combination, but with two different groups (read the same article after the increase with the target words writing activities). After the completion, then use the vocabulary knowledge scale revised (VKS) of subjects were immediately grasp the 10 target words after the test, a week after the delayed post test, using SPSS 17 statistical software was used for data analysis of single factor variance analysis and multiple analysis and paired samples T test. In addition, the author of the randomly selected 12 subjects conducted semi-structured interviews and analysis of data recording and transcription. The results show that, first, in instant testing, the combination of the two acquisition methods is significantly superior to a single incidental acquisition. Among them, the increase of vocabulary exercises after reading is superior to the addition of writing activities after reading, and has a better effect on vocabulary acquisition. Second, in the delay test, the combination of the two acquisition methods has a significant advantage. After reading, increasing vocabulary training activities has achieved a better vocabulary retention effect (retention rate of 93%). Third, in terms of the acquisition of receptive and productive knowledge, in the two test, the combination of two acquisition methods is more advantageous. Among them, increased vocabulary training activities after reading increased a higher rate of acquisition. In the two test, 36% (receptive knowledge), 21% (productive knowledge), 23% (receptive knowledge) and 15% (productive knowledge) were obtained. According to interviews, students think it difficult to pay attention to target words in single incidental acquisition. After reading, increasing vocabulary exercises can enhance the attention of target words and help to guess the meaning of words. After reading, increasing writing activities can enhance the attention of target words, but activities are difficult. According to the results of the study, teachers can take incidental acquisition and intentional learning in the way of vocabulary teaching. Teachers can provide contextual information for students by incidental learning, and on the basis of this, add moderate learning activities that students are easy to accept to stimulate students' interest in vocabulary learning. At the same time, there are some limitations in this study, such as: the number and scope of the research object is small, the reading material is intervened artificially, and the time interval of the two post test is short. The future research can make up for these shortcomings by expanding the number and scope of the study, using more real reading materials and prolonging the time interval of the post test.
【學(xué)位授予單位】：曲阜師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G633.4

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