詞匯是學(xué)習(xí)英語(yǔ)的基礎(chǔ)。對(duì)于學(xué)習(xí)、識(shí)記單詞困難的學(xué)生來(lái)說(shuō),找到一種有效且相對(duì)省時(shí)省力的記憶單詞的策略是至關(guān)重要的。詞匯附帶習(xí)得,是指語(yǔ)言學(xué)習(xí)者在進(jìn)行其它學(xué)習(xí)任務(wù)時(shí),以附帶的方式學(xué)到了詞匯。本研究旨在探究詞匯附帶習(xí)得是否適用于英語(yǔ)學(xué)習(xí)存在困難的學(xué)生,對(duì)目標(biāo)詞進(jìn)行強(qiáng)化是否有助于提高學(xué)困生的詞匯學(xué)習(xí),以及哪種方式對(duì)他們來(lái)說(shuō)是最有效的強(qiáng)化方式。具體的研究問(wèn)題為:（1）詞匯附帶習(xí)得是否適用于高一年級(jí)學(xué)困生?（2）輸入強(qiáng)化條件下,高一年級(jí)英語(yǔ)學(xué)困生對(duì)附帶習(xí)得的詞匯是否會(huì)有所提高?（3）在三種輸入強(qiáng)化方式（多選、填空和翻譯）中,哪一種強(qiáng)化方式對(duì)高一年級(jí)英語(yǔ)學(xué)困生來(lái)說(shuō)最有效?云南省景東一中的72個(gè)高一英語(yǔ)學(xué)習(xí)存在困難的學(xué)生參加了本次研究。這72個(gè)學(xué)生是根據(jù)其成績(jī)和班主任及英語(yǔ)任課教師提供的具體信息——最近三次的月考成績(jī)和平時(shí)的學(xué)習(xí)情況挑選出來(lái)的。72個(gè)學(xué)生被分為四組,每個(gè)組18人。其中一組為對(duì)照組,另外三組為實(shí)驗(yàn)組。在教師講完每一篇閱讀材料之后,對(duì)照組的學(xué)生立即進(jìn)行一次及時(shí)測(cè)試,另外三個(gè)實(shí)驗(yàn)組的學(xué)生分別進(jìn)行相應(yīng)的對(duì)目標(biāo)詞的輸入強(qiáng)化后再進(jìn)行及時(shí)測(cè)試。一個(gè)星期以后,四個(gè)組的學(xué)生同時(shí)又進(jìn)行詞匯延時(shí)測(cè)試。此循環(huán)... 

【文章來(lái)源】：云南師范大學(xué)云南省

【文章頁(yè)數(shù)】：97 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
    1.1 Background of the Research
    1.2 Objective of the Research
    1.3 Significance of the Research
    1.4 Layout of the Thesis
Chapter Two Literature Review
    2.1 Theoretical Framework
        2.1.1 Noticing Hypothesis
        2.1.2 Input Hypothesis
        2.1.3 Depth of Processing
        2.1.4 Involvement Load Hypothesis
    2.2 Incidental Vocabulary Acquisition (IVA)
        2.2.1 Definition of IVA
        2.2.2 Evidence of effectiveness of IVA on language learning
        2.2.3 Factors influencing IVA
            2.2.3.1 Factors relevant to learners
            2.2.3.2 Factors related with context
    2.3 Input Enhancement (IE)
        2.3.1 Definition of IE
        2.3.2 Evidence of the effectiveness of IE on language learning
    2.4 Impact of IE on IVA
Chapter Three Research Design and Procedure
    3.1 Research Questions
    3.2 Participants and Grouping of Participants
        3.2.1 Participants
        3.2.2 Grouping of participants
    3.3 Research Procedure
        3.3.1 Choosing teaching materials and target words
            3.3.1.1 Choosing and modifying teaching materials
            3.3.1.2 Choosing target words
        3.3.2 Choosing three enhancing ways for IVA
        3.3.3 Teaching and learning process
        3.3.4 Immediate and delayed vocabulary test
            3.3.4.1 Immediate vocabulary test
            3.3.4.2 Delayed vocabulary test
            3.3.4.3 Scoring
        3.3.5 Data collection and analysis
Chapter Four Results and Discussions
    4.1 Results of Immediate Vocabulary Test
    4.2 Results of Delayed Vocabulary Test
    4.3 Comparisons
        4.3.1 Comparison between G2 (Multiple Choices) and G1 (Without Input Enhancement)
            4.3.1.1 Comparison on immediate vocabulary test
            4.3.1.2 Comparison on delayed vocabulary test
        4.3.2 Comparison between G3 (Filling in Blanks) and G1 (Without Input Enhancement)
            4.3.2.1 Comparison on immediate vocabulary test
            4.3.2.2 Comparison on delayed vocabulary test
        4.3.3 Comparison between G4 (Translation) and G1 (Without Input Enhancement)
            4.3.3.1 Comparison on immediate vocabulary test
            4.3.3.2 Comparison on delayed vocabulary test
    4.4 Discussions of the Results
        4.4.1 Discussions for the first research question
        4.4.2 Discussions for the second research question
        4.4.3 Discussions for the third research question
Chapter Five Conclusion
    5.1 Findings of this Research
    5.2 Pedagogical Implications
    5.3 Limitations of this Research and Suggestions for Further Research
References
Appendix ⅠTeaching materials (An Example)
Appendix Ⅱ Vocabulary Knowledge Scale Test
Appendix Ⅲ Multiple Choices (An example)
Appendix Ⅳ Filling in Blanks (An example)
Appendix Ⅴ Translations (An example)
Appendix Ⅵ Immediate Vocabulary Test (An example)
Appendix Ⅶ Delayed Vocabulary Test (An example)
在校期間論文發(fā)表情況


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期刊論文
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碩士論文
[1]輸入強(qiáng)化對(duì)閱讀中附帶詞匯習(xí)得的影響[D]. 王建葉.陜西師范大學(xué) 2009
[2]閱讀任務(wù)對(duì)高中生詞匯附帶習(xí)得的影響[D]. 莫江平.西北師范大學(xué) 2006



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