發(fā)布時(shí)間：2024-03-30 19:36

　　詞匯學(xué)習(xí)是二語(yǔ)學(xué)習(xí)的重要組成部分,不容忽視。需要注意的是詞匯知識(shí)能夠幫助學(xué)習(xí)者提高語(yǔ)言能力。有效的詞匯學(xué)習(xí)方法值得更多關(guān)注。研究表明讀后續(xù)寫有助于語(yǔ)言學(xué)習(xí),它能彌補(bǔ)理解和產(chǎn)出之間的差距。然而大部分讀后續(xù)寫的相關(guān)研究聚焦其在閱讀、寫作和語(yǔ)法學(xué)習(xí)上的影響。讀后續(xù)寫對(duì)詞匯學(xué)習(xí)作用的相關(guān)研究不夠充分,更值得關(guān)注。在互動(dòng)協(xié)同理論和輸入輸出假說(shuō)理論的框架下,本文通過(guò)比較讀后續(xù)寫、概要寫作和閱讀任務(wù)對(duì)于詞匯學(xué)習(xí)的影響,進(jìn)一步探索讀后續(xù)寫任務(wù)對(duì)初中生英語(yǔ)詞匯學(xué)習(xí)的促學(xué)效果。本研究的研究問(wèn)題為:1.讀后續(xù)寫任務(wù)對(duì)初中生英語(yǔ)詞匯學(xué)習(xí)有何作用?2.讀后續(xù)寫任務(wù)對(duì)初中生英語(yǔ)詞匯學(xué)習(xí)哪一方面有影響,詞形、詞義或用法?3.讀后續(xù)寫、概要寫作和閱讀任務(wù)對(duì)初中生英語(yǔ)詞匯學(xué)習(xí)有何不同效果?本研究的研究對(duì)象為廣東深圳A學(xué)校三個(gè)平行班的90名初二學(xué)生。三個(gè)班被隨機(jī)分為三組:讀后續(xù)寫組、概要寫作組和閱讀組。讀后續(xù)寫組閱讀一篇去掉結(jié)尾的文章并按要求使用目標(biāo)詞匯結(jié)合想象續(xù)寫結(jié)尾。概要寫作組閱讀相同文章并使用目標(biāo)詞匯寫全文概要。閱讀組只閱讀含有目標(biāo)詞匯的文章,沒(méi)有寫作任務(wù)。經(jīng)過(guò)先導(dǎo)實(shí)驗(yàn),文章中有9個(gè)目標(biāo)詞匯,包括3個(gè)動(dòng)詞3個(gè)名詞和...

【文章頁(yè)數(shù)】：82 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
List of Abbreviations
Chapter One Introduction
    1.1 Background of the Research
    1.2 Purpose of the Research
    1.3 Significance of the Research
    1.4 Organization of the Thesis
Chapter Two Literature Review
    2.1 Second Language Vocabulary Learning
        2.1.1 Introduction of Vocabulary Learning
        2.1.2 Vocabulary Learning through Reading and Writing
    2.2 Reading-and-Writing Tasks
        2.2.1 Introduction of the Continuation Task
        2.2.2 Introduction of the Summary Task
    2.3 Theoretical Bases
        2.3.1 Interactive Alignment Theory
        2.3.2 Input Hypothesis and Output Hypothesis
    2.4 Studies of the Continuation Task on Vocabulary Learning
    2.5 Summary
Chapter Three Methodology
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Instruments
        3.3.1 Tests
        3.3.2 Interview
    3.4 Research Materials
        3.4.1 Reading Materials
        3.4.2 Target Words
        3.4.3 Tasks
    3.5 Research Procedure
    3.6 Data Collection and Analysis
Chapter Four Results and Discussion
    4.1 Results of Vocabulary Tests
        4.1.1 Results of the Form Test
        4.1.2 Results of the Meaning Test
        4.1.3 Results of the Usage Test
        4.1.4 Summary
    4.2 Discussion of Vocabulary Tests
        4.2.1 Effects of the Continuation Task on Vocabulary Learning
        4.2.2 Effects of the Continuation Task on Form, Meaning and Usage ofVocabulary Learning
        4.2.3 Different Effects of the Continuation Task, the Summary Task and theReading-Only Task on Vocabulary Learning
    4.3 Results and Discussion of the Interview
        4.3.1 Effects of the Continuation Task on Form Learning
        4.3.2 Effects of the Continuation Task on Meaning Learning
        4.3.3 Effects of the Continuation Task on Usage Learning
        4.3.4 Effects of the Continuation Task on the Learning Interest
    4.4 Summary
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Implications
    5.3 Limitations and Suggestions
References
Appendices
    Appendix Ⅰ
    Appendix Ⅱ
    Appendix Ⅲ
    Appendix Ⅳ
    Appendix Ⅴ
    Appendix Ⅵ
    Appendix Ⅶ
    Appendix Ⅷ
    Appendix Ⅸ
攻讀學(xué)位期間的科研成果



本文編號(hào)：3942838