詞塊是英語(yǔ)書面語(yǔ)和口語(yǔ)中高頻出現(xiàn)的多詞單位,近年來(lái)受到二語(yǔ)研究者的廣泛關(guān)注。本研究以可理解性輸入假設(shè),注意假設(shè)和輸出假設(shè)為理論框架,通過(guò)實(shí)驗(yàn)研究不同干預(yù)方式對(duì)中國(guó)高中生英語(yǔ)閱讀中詞塊附帶習(xí)得的影響。對(duì)語(yǔ)言輸入和學(xué)習(xí)者輸出的干預(yù)是本研究焦點(diǎn),具體考察文本強(qiáng)化、輸出任務(wù)及二者的結(jié)合的干預(yù)作用。本研究嘗試回答以下問(wèn)題:1.文本強(qiáng)化,輸出任務(wù)及二者結(jié)合對(duì)高中生英語(yǔ)閱讀中詞塊附帶習(xí)得的即時(shí)效果分別是什么?2.文本強(qiáng)化,輸出任務(wù)及二者結(jié)合對(duì)高中生英語(yǔ)閱讀中詞塊附帶習(xí)得的延期效果分別是什么?3.文本強(qiáng)化,輸出任務(wù)及二者結(jié)合,哪種干預(yù)方式對(duì)高中生英語(yǔ)閱讀中詞塊附帶習(xí)得最有效?研究對(duì)象是廣東省深圳市寶安區(qū)某高中高一的四個(gè)平行班共124名學(xué)生,四個(gè)班學(xué)生的英語(yǔ)水平無(wú)顯著差異。本研究包括先導(dǎo)實(shí)驗(yàn)和主實(shí)驗(yàn)。先導(dǎo)實(shí)驗(yàn)的目的在于檢驗(yàn)實(shí)驗(yàn)設(shè)計(jì)并選定目標(biāo)詞塊。主實(shí)驗(yàn)包括實(shí)驗(yàn)實(shí)施、即時(shí)詞塊知識(shí)測(cè)試、延時(shí)詞塊知識(shí)測(cè)試和訪談。研究結(jié)果如下:1.三種干預(yù)方式,文本強(qiáng)化、輸出任務(wù)及二者結(jié)合使用,對(duì)閱讀中詞塊附帶即時(shí)習(xí)得具有積極作用,但僅僅促進(jìn)了形式的辨認(rèn)及意義的習(xí)得,對(duì)詞塊用法的習(xí)得效果并不明顯,因此,詞塊附帶習(xí)得不能完全取代...

【文章頁(yè)數(shù)】：84 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
    1.1 Research Background
        1.1.1 Importance of Lexical Chunks
        1.1.2 Current Situation of Lexical Chunks Teaching
        1.1.3 Necessity of Incidental Acquisition of Lexical Chunks
    1.2 Research Significance and Innovation
    1.3 Thesis Outline
Chapter Two Literature Review
    2.1 Theoretical Framework
        2.1.1 Comprehensible Input Hypothesis
        2.1.2 Noticing Hypothesis
        2.1.3 Output Hypothesis
        2.1.4 The Relationship between Theories and Present Research
    2.2 Incidental Acquisition of Lexical Chunks
        2.2.1 Lexical Chunks
        2.2.2 Incidental Acquisition
    2.3 Studies of Textual Enhancement and Output Task
        2.3.1 Studies of Textual Enhancement
        2.3.2 Studies of Output Task
        2.3.3 Studies of Textual Enhancement plus Output Task
        2.3.4 Summary
Chapter Three Methodology
    3.1 Research Questions
    3.2 Subjects
    3.3 Materials
        3.3.1 Reading Material
        3.3.2 Target Lexical Chunks
    3.4 Instruments
        3.4.1 Lexical Chunks Knowledge Test
        3.4.2 Interview Outline
    3.5 Procedures
        3.5.1 Pilot Study
        3.5.2 Main Experiment
    3.6 Data Collection and Analysis
Chapter Four Results and Discussion
    4.1 Immediate Effects of Textual Enhancement, Output Task, and TheirCombination
        4.1.1 Effects of Textual Enhancement
        4.1.2 Effects of Output Task
        4.1.3 The Difference between Textual Enhancement and Output Task
        4.1.4 Effects of Textual Enhancement plus Output Task
    4.2 Delayed Effects of Textual Enhancement, Output Task, and Their Combination
    4.3 Comparing Textual Enhancement, Output Task, and TheirCombination
Chapter Five Conclusion
    5.1 Main Findings
    5.2 Pedagogical Implications
    5.3 Limitations and Suggestions
References
Appendices
    Appendix Ⅰ: Reading Material
    Appendix Ⅱ: Output Task
    Appendix Ⅲ:Pilot Study LCK Test
    Appendix Ⅳ: Immediate LCK Test
    Appendix Ⅴ: Delayed LCK Test
    Appendix Ⅵ:Interview Outline for Teachers
    Appendix Ⅶ: Interview Outline for Students
攻讀學(xué)位期間的科研成果



本文編號(hào)：3947397