本文選題：詞匯 + 閱讀任務(wù)��； 參考：《新疆師范大學(xué)》2015年碩士論文

【摘要】：英國(guó)語(yǔ)言學(xué)家威爾金斯(1976)曾指出:“沒(méi)有語(yǔ)法,人們能表達(dá)的東西很少,而如果沒(méi)有詞匯,則什么也不能表達(dá)。”目前,為了提高詞匯量,多數(shù)英語(yǔ)學(xué)習(xí)者仍采用死記硬背的方式來(lái)積累詞匯,記憶單詞也使得許多人頭疼。因此如何高效的習(xí)得詞匯,成為二語(yǔ)學(xué)習(xí)的關(guān)鍵。近年來(lái),國(guó)內(nèi)針對(duì)大學(xué)生在二語(yǔ)的附帶詞匯習(xí)得上有了越來(lái)越多的研究,旨在研究出高效的記憶單詞的方法,以減輕其學(xué)習(xí)負(fù)擔(dān)。筆者以附帶詞匯習(xí)得為切入點(diǎn),以投入量假說(shuō)為基礎(chǔ)理論,對(duì)比輸出型閱讀任務(wù)和輸入型閱讀任務(wù)對(duì)高三學(xué)生附帶詞匯習(xí)得效果的影響。本研究以阿勒泰哈巴河縣高級(jí)中學(xué)高三年級(jí)兩個(gè)理科平行班103人為研究對(duì)象,其中6班為輸出閱讀任務(wù)組,8班為輸入閱讀任務(wù)組。本研究包括3篇閱讀以及其即時(shí)附帶詞匯習(xí)得測(cè)試和延時(shí)附帶詞匯習(xí)得測(cè)試。研究初期筆者對(duì)研究對(duì)象進(jìn)行詞匯量水平測(cè)試及英語(yǔ)閱讀水平成績(jī)的收集整理,之后發(fā)放含有不同任務(wù)的閱讀材料并對(duì)受試者進(jìn)行即時(shí)附帶詞匯習(xí)得測(cè)試。一周后對(duì)受試者進(jìn)行延時(shí)附帶詞匯習(xí)得測(cè)試。并對(duì)學(xué)生進(jìn)行問(wèn)卷調(diào)查。最后筆者對(duì)所收集的數(shù)據(jù)采用SPSS軟件進(jìn)行統(tǒng)計(jì)分析得出以下結(jié)論:一、閱讀過(guò)程中,無(wú)論是即時(shí)附帶詞匯習(xí)得還是延時(shí)附帶詞匯習(xí)得,輸出型閱讀任務(wù)較之輸入型閱讀任務(wù)更有利于其進(jìn)行附帶詞匯習(xí)得。二、閱讀水平對(duì)附帶詞匯習(xí)得沒(méi)有顯著性影響。受試者的詞匯量水平只有小部分達(dá)到了新課標(biāo)要求,可見(jiàn)該校的學(xué)生在英語(yǔ)詞匯量上需要多下功夫。本研究從詞匯附帶習(xí)得的角度進(jìn)一步驗(yàn)證了輸出型閱讀任務(wù)更有利于高中生在閱讀中附帶習(xí)得詞匯,同時(shí)也為附帶詞匯習(xí)得理論和輸出理論的可行性和操作性提供了實(shí)踐支撐。在實(shí)踐上,本研究不僅能為中學(xué)教師的教學(xué)提供有效建議,提高高中英語(yǔ)詞匯和閱讀教學(xué)的效果,而且對(duì)高中生選擇詞匯學(xué)習(xí)方法,提高學(xué)習(xí)效率也有一定的指導(dǎo)意義。
[Abstract]:Wilkins, an English linguist, once pointed out: "without grammar, people can express very little, but without vocabulary nothing can be said." At present, in order to improve vocabulary, most English learners still use rote memorization to accumulate vocabulary, and memorizing words makes many people have a headache. Therefore, how to acquire vocabulary efficiently becomes the key to second language learning. In recent years, there have been more and more researches on incidental vocabulary acquisition of second language (L2) among college students in China, aiming at finding out efficient methods of memorizing words in order to lighten their learning burden. Taking incidental vocabulary acquisition as the starting point and the involvement load hypothesis as the basic theory, the author contrasts the effects of output reading task and input reading task on the effect of incidental vocabulary acquisition. In this study, 103 students in two parallel science classes in the third year of senior middle school in Altaihaba County were studied, of which 6 classes were output reading task groups and 8 classes were input reading task groups. The present study includes three articles of reading and its immediate incidental vocabulary acquisition test and delayed incidental vocabulary acquisition test. At the beginning of the study, the subjects were given vocabulary tests and English reading scores were collected and collated. After that, reading materials with different tasks were distributed and incidental vocabulary acquisition tests were carried out on the subjects. A week later, the subjects were given a delayed incidental vocabulary acquisition test. And carry on the questionnaire to the student. Finally, the author makes a statistical analysis of the data collected by SPSS software and draws the following conclusions: first, in the process of reading, either immediate incidental vocabulary acquisition or delayed incidental vocabulary acquisition. Output reading task is more favorable to incidental vocabulary acquisition than input reading task. Second, the level of reading has no significant effect on incidental vocabulary acquisition. Only a small part of the subjects' vocabulary level has met the new curriculum requirements, which shows that the students in the school need to work hard on their English vocabulary. From the perspective of incidental vocabulary acquisition, this study further verifies that the output reading task is more beneficial to senior high school students in incidental vocabulary acquisition, and it also provides practical support for the feasibility and operation of incidental vocabulary acquisition theory and output theory. In practice, this study can not only provide effective suggestions for the teaching of middle school teachers and improve the effect of English vocabulary and reading teaching in senior high school, but also has certain guiding significance for senior high school students to choose vocabulary learning methods and improve their learning efficiency.
【學(xué)位授予單位】：新疆師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：G633.41

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本文編號(hào)：2005095