本文選題：詞匯附帶習(xí)得 + 閱讀任務(wù)　； 參考：《南京師范大學(xué)》2017年碩士論文

【摘要】：本研究基于投入量假設(shè),以任務(wù)設(shè)置的投入量和任務(wù)類型為切入點,旨在考察任務(wù)誘發(fā)的投入量和任務(wù)類型對高中生詞匯附帶習(xí)得的影響,同時針對投入量假設(shè)存在的不足探尋改進(jìn)措施,為二語詞匯教學(xué)提供一些啟示。具體的研究問題如下:(1)不同投入量的閱讀任務(wù)對高中生詞匯附帶習(xí)得的效果有何影響?(2)在詞匯的即時記憶和延時記憶方面,不同類型的閱讀任務(wù)(理解型與產(chǎn)出型)對高中生詞匯附帶習(xí)得的影響有何差異? (3)從高中英語教學(xué)角度,如何完善投入量假設(shè)?研究以南京市某高中一年級三個平行班級的學(xué)生為被試,分為三個平行實驗組,分別完成三種不同的閱讀任務(wù):閱讀理解選擇題,查詞典并填空,以及回答與閱讀內(nèi)容有關(guān)的問題。隨后進(jìn)行即時詞匯習(xí)得測試并在一周以后進(jìn)行延時詞匯測試。運用定量分析和定性分析相結(jié)合的方法對所收集的數(shù)據(jù)進(jìn)行處理分析。研究結(jié)果表明:(1)投入量高的閱讀任務(wù)比投入量低的閱讀任務(wù)更好地促進(jìn)詞匯的即時習(xí)得和延時記憶,但均不能引起較好的附帶習(xí)得詞匯的保持效果;(2)投入量相同,理解型的閱讀任務(wù)和產(chǎn)出型的閱讀任務(wù)對于詞匯即時習(xí)得的影響無顯著差異,但產(chǎn)出型任務(wù)對于詞匯延時記憶的影響明顯優(yōu)于理解型任務(wù);(3)在高中英語詞匯教學(xué)中,投入量假設(shè)的運用需綜合考慮詞匯本體因素、學(xué)習(xí)者因素以及任務(wù)類型等因素的影響;投入量的“搜索”要素可進(jìn)一步完善其內(nèi)涵。由此得出啟示:(1)教師應(yīng)盡可能多地提供可理解性輸入;(2)設(shè)計不同投入量、不同類型的閱讀任務(wù),促進(jìn)各類詞匯的附帶習(xí)得;(3)注重附帶習(xí)得詞匯的復(fù)習(xí)鞏固。
[Abstract]:Based on the involvement load hypothesis, this study aims to investigate the impact of task-induced involvement load and task type on incidental vocabulary acquisition of senior high school students. At the same time, aiming at the deficiency of the input load hypothesis, this paper explores the improvement measures, and provides some enlightenment for the second language vocabulary teaching. The specific research questions are as follows: (1) the effect of reading tasks with different input loads on incidental vocabulary acquisition of high school students? (2) in terms of instant and delayed vocabulary memory, How do different types of reading tasks (comprehension type and output type) affect incidental vocabulary acquisition of senior high school students? (3) how to improve the involvement load hypothesis from the perspective of English teaching in senior high school? In this study, the students of three parallel classes in a senior high school in Nanjing were divided into three parallel experimental groups and completed three different reading tasks: reading comprehension multiple choice questions, reading dictionaries, and filling in the blanks. And answering questions related to the content of the reading. Then an instant vocabulary acquisition test was performed and a delayed vocabulary test was conducted a week later. Quantitative analysis and qualitative analysis are used to process and analyze the collected data. The results showed that the reading tasks with high involvement load promoted vocabulary acquisition and delayed memory better than those with low involvement load, but none of them could lead to better retention effect of incidental vocabulary. There is no significant difference between comprehension reading task and output reading task in vocabulary acquisition, but the effect of output task on vocabulary delayed memory is better than that of comprehension task in English vocabulary teaching in senior high school. The application of involvement load hypothesis needs to consider the influence of lexical ontology factors, learner factors and task types, and the "search" element of involvement load can further improve its connotation. It is concluded that: (1) Teachers should provide comprehensible input as much as possible) design different input load, different types of reading tasks, promote incidental acquisition of all kinds of vocabulary and pay more attention to the revision and consolidation of incidental vocabulary.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41

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本文編號：1999384