【摘要】：近年來,生詞注釋作為詞匯附帶習(xí)得的方法之一,引起了國內(nèi)外眾多學(xué)者的關(guān)注。研究者們更多地研究了不同注釋語言或不同注釋選項是否能有效影響詞匯附帶習(xí)得,而鮮有中文的單多項注釋對于中等水平學(xué)生在閱讀理解中的詞匯附帶習(xí)得研究。本文以注意(Noticing Hypothesis)以及輸入假說(Input Hypothesis)為依托,著重研究了生詞注釋方式在高中生閱讀理解中的詞匯附帶習(xí)得的影響。作者在文中提出了幾個基本問題：(1)哪一種注釋方式更有益于高中生在閱讀理解中的詞匯附帶習(xí)得,是中文單項注釋還是中文多項注釋?它們分別有何影響?(2)這兩種注釋方式是否對高中生的閱讀理解能力有幫助?(3)這兩種注釋對高中生的閱讀理解能力分別有什么幫助?本實驗對長沙市某高校附屬高中的兩個高一平行班進(jìn)行了為期三個月的詞匯附帶習(xí)得對比研究。在實驗中,實驗對象被分為中文單項注釋組和中文多項注釋組.作者采用了Nation的詞匯量水平測試和全國高級中學(xué)中等學(xué)校招生考試(即：中考)的真題及模擬題來檢驗研究問題。通過使用SPSS軟件分析實驗前后兩班的測試成績,以及觀察實驗過程中老師對閱讀題的講解,結(jié)果發(fā)現(xiàn)之前基礎(chǔ)相近的兩個班,經(jīng)過三個月的實驗后,用了中文多項注釋的班閱讀理解和單詞測試成績都明顯好于用中文單項注釋的班。本文證明了中文多項注釋對于中等英語學(xué)習(xí)水平學(xué)生在閱讀理解中的詞匯附帶習(xí)得和成績的提高均有積極影響。同時,也為閱讀題和閱讀教材的編纂提供了一些啟示,并在一定程度上豐富了詞匯附帶習(xí)得領(lǐng)域的研究成果。
[Abstract]:In recent years, as one of the methods of incidental vocabulary acquisition, the annotation of new words has attracted the attention of many scholars at home and abroad. Researchers have studied whether different annotated languages or different annotation options can effectively affect incidental vocabulary acquisition, while there is little Chinese single multiple annotation for middle level students in reading comprehension incidental vocabulary acquisition research. Based on the attentional (Noticing Hypothesis) and the input hypothesis (Input Hypothesis), this paper focuses on the influence of new word annotation on incidental vocabulary acquisition in high school students' reading comprehension. In this paper, the author puts forward several basic questions: (1) which annotation method is more beneficial to the incidental vocabulary acquisition of high school students in reading comprehension, is it a Chinese monographic annotation or a Chinese multiple annotation? How do they affect each other? (2) are these two annotation methods helpful to high school students' reading comprehension? (3) how do these two kinds of annotations help high school students' reading comprehension? A three-month comparative study of incidental vocabulary acquisition was conducted in two parallel classes of a high school affiliated to a university in Changsha. In the experiment, the subjects were divided into Chinese single annotation group and Chinese multiple annotation group. The author uses the vocabulary level test of Nation and the real questions and simulation questions of the national high school secondary school enrollment examination to test the research problems. By using SPSS software to analyze the test results of the two classes before and after the experiment, and to observe the teacher's explanation of the reading questions in the course of the experiment, the results show that the two classes with similar foundation before, after three months of experiment, The reading comprehension and word test scores of the class with multiple comments in Chinese were significantly better than those with single annotation in Chinese. This paper proves that many Chinese annotations have a positive effect on the incidental vocabulary acquisition and the improvement of achievement in the reading comprehension of the students of the secondary English learning level. At the same time, it also provides some enlightenment for the compilation of reading questions and reading materials, and enriches the research results in incidental vocabulary acquisition to some extent.
【學(xué)位授予單位】：湖南大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.41

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相關(guān)期刊論文 前2條

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本文編號：2283130