本文選題：詞匯附帶習(xí)得　切入點(diǎn)：投入量假設(shè)　出處：《聊城大學(xué)》2017年碩士論文

【摘要】：大量研究證明二語學(xué)習(xí)者能夠在進(jìn)行除詞匯學(xué)習(xí)之外的其他任務(wù)時(shí)附帶習(xí)得一部分的詞匯知識(shí),而閱讀任務(wù)因?yàn)槠湮谋拘院洼^強(qiáng)的可操作性成為二語詞匯附帶習(xí)得研究領(lǐng)域的焦點(diǎn)。已有的研究結(jié)論顯示,在影響詞匯附帶習(xí)得的各因素相同的條件下,設(shè)計(jì)恰當(dāng)?shù)拈喿x任務(wù)能夠顯著促進(jìn)詞匯知識(shí)的習(xí)得�！巴度肓考僭O(shè)”作為能夠衡量閱讀任務(wù)的認(rèn)知加工程度的關(guān)鍵理論成為這一研究領(lǐng)域的基石,即詞匯的附帶習(xí)得效果與任務(wù)誘發(fā)的認(rèn)知加工投入量呈正相關(guān)。鑒于以往的研究鮮有設(shè)計(jì)投入量相同的閱讀任務(wù),且缺少對(duì)國內(nèi)高中生群體的關(guān)注,因此筆者以高一年級(jí)學(xué)生為研究對(duì)象,為學(xué)生設(shè)計(jì)選擇題、抄寫句子、選詞填空、造句四種閱讀任務(wù)(其中選詞填空和造句任務(wù)投入量相同),采用測試法、問卷調(diào)查法和訪談法,試圖回答以下四個(gè)問題(1)高中生在閱讀活動(dòng)中附帶習(xí)得詞匯知識(shí)的情況如何?(2)相同投入量的閱讀任務(wù)是否產(chǎn)生相同的詞匯習(xí)得效果?(3)詞匯附帶習(xí)得成效與任務(wù)維度是否具有相關(guān)性?(4)四個(gè)任務(wù)的即時(shí)測試和延時(shí)測試中,哪種任務(wù)獲得的詞匯習(xí)得效果更優(yōu)?研究發(fā)現(xiàn):(1)高中生大都能在閱讀中附帶習(xí)得一部分詞匯知識(shí);(2)相同投入量下“搜索”層次比重高的任務(wù)能促進(jìn)附帶習(xí)得更多的接受型詞匯;(3)投入量不同的前提下,詞匯習(xí)得效果與投入量指數(shù)呈正相關(guān),與任務(wù)維度無關(guān);投入量相等的情況下,詞匯習(xí)得成效要依據(jù)考查的詞匯習(xí)得類型和任務(wù)維度共同來衡量;(4)投入量最高的選詞填空任務(wù)在即時(shí)和延時(shí)詞匯測試中都顯示出了比其他三種任務(wù)更優(yōu)的習(xí)得成效。結(jié)合本研究,筆者還對(duì)目前的閱讀和詞匯教學(xué)提出了一些可行性高的建議。
[Abstract]:A large number of studies have proved that second language learners are able to acquire a portion of their vocabulary knowledge in addition to their vocabulary learning tasks.Reading task has become the focus in the field of incidental second language vocabulary acquisition because of its textuality and maneuverability.Previous studies have shown that the design of appropriate reading tasks can significantly promote the acquisition of vocabulary knowledge under the same conditions of all factors affecting incidental vocabulary acquisition.As a key theory which can measure the cognitive processing degree of reading tasks, "involvement load hypothesis" has become the cornerstone of this research field, that is, the incidental acquisition effect of vocabulary is positively correlated with the cognitive processing input induced by task.In view of the fact that previous studies rarely involved in reading with the same amount of design involvement and lack of attention to the domestic high school students, the author took the senior high school students as the research object, designed multiple choice questions for the students, copied sentences and filled in the blanks.Four kinds of reading tasks of sentence formation (including the same amount of input of word filling in the blanks and the same amount of input in the task of sentence making) were used, and the methods of test, questionnaire and interview were used.Try to answer the following four questions: (1) how about incidental acquisition of vocabulary knowledge in high school students' reading activities? (2) whether the reading task with the same input amount produces the same vocabulary acquisition effect? (3) incidental vocabulary acquisition effect and task dimensionWhether the degree is relevant or not) in the immediate testing and delay testing of the four tasks,Which task achieves better vocabulary acquisition?The effect of vocabulary acquisition was positively correlated with the involvement load index, but not related to the task dimension.The achievement of vocabulary acquisition should be measured according to the types of vocabulary acquisition and the dimension of task. (4) the task of filling in the blanks with the highest involvement load showed better acquisition results than the other three tasks in both the immediate and delayed vocabulary tests.Combined with this study, the author also puts forward some feasible suggestions for the present reading and vocabulary teaching.
【學(xué)位授予單位】：聊城大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41

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