詞匯是英語學習中至關重要的一部分,對于高中生來說,擴大詞匯量是提高英語能力的一個重要途徑。近年來,越來越多的學者開始關注詞匯附帶習得的研究。詞匯附帶習得是一種隱性的詞匯習得方式。例如,學生在進行英文閱讀,口語交流,聽英文歌曲時無意中習得了單詞。已有研究表明,在閱讀中附帶習得詞匯是詞匯習得的有效途徑之一,因此,本研究探討了不同投入量的閱讀任務對高中生英語詞匯附帶習得的影響�；谕度肓考僬f,筆者選取105名高中生為受試者,設計了三項投入量分別為1,2,3的閱讀任務。即閱讀理解,閱讀理解加選詞填空,閱讀理解加造句。受試者一共分為三組,每組35名學生,分別完成投入量不同的閱讀任務。然后對10個目標詞匯進行即時詞匯測試以及延時詞匯測試。本研究包含三個研究問題:(1)不同投入量的閱讀任務能否影響高中生英語的即時詞匯附帶習得的效果?(2)不同投入量的閱讀任務能否影響高中生英語的延時詞匯附帶保持的效果?(3)三種閱讀任務中,哪種任務對高中生英語的詞匯附帶習得的效果最好?研究結果表明,(1)不同投入量的閱讀任務會影響高中生英語的即時詞匯附帶習得的效果。具體表現(xiàn)在即時測試中,閱讀理解加選詞填空組與閱讀理解...

【文章頁數(shù)】：66 頁

【學位級別】：碩士

【文章目錄】：
Abstract
摘要
Chapter1 Introduction
    1.1 Research Background
    1.2 Research Purpose
    1.3 Research Significance
        1.3.1 Theoretical Significance
        1.3.2 Practical Significance
    1.4 Layout of the Thesis
Chapter2 Literature Review
    2.1 Incidental Vocabulary Acquisition
        2.1.1 Definition of Incidental Vocabulary Acquisition
        2.1.2 Incidental and Intentional Vocabulary Acquisition
    2.2 Studies on Involvement Load Hypothesis Abroad and at Home
        2.2.1 Studies on Involvement Load Hypothesis Abroad
        2.2.2 Studies on Involvement Load Hypothesis at Home
    2.3 Studies on the Effect of Reading Tasks on Incidental Vocabulary Acquisition
        2.3.1 Studies on the Effect of Reading Tasks on Incidental Vocabulary Acquisition Abroad
        2.3.2 Studies on the Effect of Reading Tasks on Incidental Vocabulary Acquisition at Home
    2.4 Summary
Chapter3 Theoretical Framework
    3.1 Krashen’s Input Hypothesis
    3.2 Depth of Processing Theory
    3.3 Involvement Load Hypothesis
    3.4 Summary
Chapter4 Methodology
    4.1 Research Questions
    4.2 Research Participants
    4.3 Research Instruments
        4.3.1 Reading Materials
        4.3.2 Target Words
        4.3.3 Task Types
        4.3.4 Tests
    4.4 Research Procedures
        4.4.1 The Pre-test
        4.4.2 The Immediate Test
        4.4.3 The Post-Test
    4.5 Scoring System
    4.6 Data Collection and Analysis
Chapter5 Results and Discussion
    5.1 The Effect of Reading Tasks on Incidental Vocabulary Acquisition in the Immediate Test
    5.2 The Effect of Reading Tasks on Incidental Vocabulary Acquisition in the Post-Test
    5.3 Comparison between Immediate Test and Post-Test
    5.4 Discussion of Results
        5.4.1 The Effect of Reading Tasks on the Immediate Incidental Vocabulary Acquisition
        5.4.2 The Effect of Reading Tasks on the Delayed Incidental Vocabulary Retention
Chapter6 Conclusion
    6.1 Major Findings
    6.2 Pedagogical Implications
    6.3 Limitations of the Present Study
    6.4 Suggestions for Future Research
References
AppendixⅠ:Task One
AppendixⅡ:Task Two
AppendixⅢ:Task Three
AppendixⅣ:Immediate Vocabulary Test
AppendixⅤ:Post-Vocabulary Test
Acknowledgements



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