本文選題：初中生 + 英語閱讀　； 參考：《上海師范大學》2016年碩士論文

【摘要】：“詞匯是語言基本的組成部分,在此基礎(chǔ)之上才能形成更大的結(jié)構(gòu)單位,比如句子,段落,最終形成一整篇文章”。但是,對于許多英語學習者來說,詞匯是學習過程中主要的困難之一。主要有兩種詞匯學習方式,即有意詞匯學習和詞匯附帶習得。后者現(xiàn)已成為國內(nèi)外研究者的研究熱點。許多關(guān)于閱讀中詞匯附帶習得的研究都證明不論是一語生詞還是二語生詞都可以通過詞匯附帶習得來掌握,而給生詞添加注釋則是一種有效的文本輸入增強手段。近幾年,閱讀中不同注釋方式對詞匯附帶習得的影響研究越來越國內(nèi)研究者的關(guān)注,但何種注釋語言和注釋方式最有利于閱讀中的詞匯附帶習得仍然沒有一致的結(jié)論。本研究以心理詞匯模型理論、加工層次理論和投入量假說為理論依據(jù),針對以三種注釋方式為變量而產(chǎn)生的不同的詞匯附帶習得效果設(shè)計了實驗:選取上海市一所中學三個平行班的初二學生為實驗對象,從中選出詞匯量基本在同一水平的65名學生受試,他們被分為三組,分別閱讀帶有三種不同注釋方式的同一篇文章,文章中有加粗的8個目標詞,閱讀后進行一個針對目標詞的即時詞匯測試和針對注釋方式個人喜好的問卷調(diào)查,一周之后進行延時測試。本實驗的目的在于研究究竟哪種注釋方式最有利于閱讀中的詞匯附帶習得,并且試圖回答以下研究問題:1.在三種注釋方式中哪種注釋方式最受初中生喜歡?2.在即時測試中對于初中生哪種注釋方式最有利于閱讀中的詞匯附帶習得?3.延時測試中哪種注釋方式最有利于附帶習得的詞匯保持?實驗結(jié)果表示:漢英注釋最受學生歡迎,在即時測試和延時測試中漢語注釋和漢英注釋都比英語注釋更利于詞匯附帶習得。雖然中英注釋組的均值略高于中文注釋組,但數(shù)據(jù)結(jié)果顯示中文注釋和中英注釋對詞匯保持效果的區(qū)別不顯著。本文對英語教學主要有以下有意的啟示:首先,英語學習者應當把詞匯置于重要地位,學會利用詞匯附帶習得的方式掌握詞匯并選擇適合自己的閱讀材料。其次,英語教師在教學中應強調(diào)詞匯教學,指導學生養(yǎng)成通過在閱讀中進行詞匯附帶習得來擴大詞匯量的習慣。同時,閱讀后,教師應適當設(shè)計針對目標詞匯的的練習以促進學生對目標詞匯的加工。最后,對于英語讀物編者來說,應當將生詞率控制在合理的范圍,設(shè)置不同的注釋方式以滿足不同讀者的需求。
[Abstract]:Vocabulary is the basic part of language, and on this basis can form larger structural units, such as sentences, paragraphs, and eventually form an entire article. However, for many English learners, vocabulary is one of the main difficulties in the learning process. There are two main ways of vocabulary learning: intentional vocabulary learning and incidental vocabulary acquisition. The latter has become the research hotspot of researchers at home and abroad. Many studies on incidental vocabulary acquisition in reading have proved that both primary and second language words can be mastered by incidental vocabulary acquisition, and adding annotations to new words is an effective means of text input enhancement. In recent years, researchers have paid more and more attention to the influence of different forms of annotation on incidental vocabulary acquisition. However, there is still no consistent conclusion as to which annotation language and mode of annotation are most beneficial to incidental vocabulary acquisition in reading. This study is based on the psychological lexical model theory, the processing level theory and the involvement load hypothesis. The experiment was designed to study the different incidental vocabulary acquisition effects caused by three kinds of annotation methods: the second grade students of three parallel classes in a middle school in Shanghai were selected as the subjects of the experiment. They were divided into three groups. They read the same article with three different kinds of annotation methods. There were 8 target words in the text. After reading, an instant vocabulary test for target words and a questionnaire for personal preferences of annotated words were conducted, followed by a delayed test one week later. The purpose of this study is to find out which annotation is the most beneficial to incidental vocabulary acquisition in reading and try to answer the following question: 1. Which of the three annotation modes is the most popular among junior high school students. In the instant test, which kind of annotation is the most beneficial to incidental vocabulary acquisition in reading for junior high school students. Which annotation method is most beneficial to incidental vocabulary retention in delayed testing? The experimental results show that Chinese and English annotations are most popular among students and that both Chinese and English annotations are more favorable to incidental vocabulary acquisition than English ones in both the instant test and the delay test. Although the mean value of the Chinese and English annotation group is slightly higher than that of the Chinese annotation group, the data show that there is no significant difference between the Chinese annotation and the English annotation on the vocabulary retention effect. The main implications of this paper are as follows: first, English learners should put vocabulary in an important position, learn to master vocabulary by incidental vocabulary acquisition and choose appropriate reading materials. Secondly, English teachers should emphasize vocabulary teaching in order to guide students to form the habit of expanding vocabulary through incidental vocabulary acquisition in reading. At the same time, after reading, teachers should design appropriate exercises for target vocabulary to promote students' processing of target vocabulary. Finally, for the editors of English reading materials, we should keep the rate of new words within a reasonable range and set up different annotation methods to meet the needs of different readers.
【學位授予單位】：上海師范大學
【學位級別】：碩士
【學位授予年份】：2016
【分類號】：G633.41

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