【摘要】：近幾十年來,許多國內外學者對輸入強化理論進行了大量研究,但多數(shù)研究集中在輸入強化策略和目標語形式注意及習得方面。迄今為止,從詞匯形式和意義的強化輸入順序角度探究對產(chǎn)出性詞匯習得影響的研究并不多見。因此,本文以輸入強化理論和資源加工分配理論為理論基礎,通過詞匯知識量表選取目標詞,對詞匯形式和意義的不同強化輸入形式對學習者產(chǎn)出性詞匯知識即時及延時習得的影響展開實證研究。本實驗研究對象為90名非英語專業(yè)大一本科生,分別來自三個平行班級,進行前測后顯示無差異。按班級將被試分為3組,組1為先形式后意義強化組,組2為先意義后形式強化組,組3為意義形式同時強化組。三個組分別進行詞匯形式和意義不同順序的強化輸入。在此之后,3組受試進行產(chǎn)出性詞匯知識即時測試,一周后,接受延時測試。測試內容包括三部分:詞匯拼寫,同義詞聯(lián)想以及關于目標詞搭配的翻譯。通過SPSS16.0對收集的數(shù)據(jù)進行分析,并得出以下發(fā)現(xiàn):(1)即時測試中,詞匯形式意義的不同強化輸入順序對學習者整體產(chǎn)出性詞匯習得有影響,且對形式拼寫,意義聯(lián)想以及搭配用法三方面分別有不同影響。意義形式組比同時輸入組產(chǎn)出性詞匯習得效果好,且形式組促進詞匯拼寫知識習得,意義組促進詞匯意義新聯(lián)想。(2)延時測試中,詞匯形式意義的不同強化輸入順序對學習者產(chǎn)出性詞匯習得無影響。(3)同樣輸入強化順序下,即時測試和延時測試存在明顯差異,即時習得效果明顯優(yōu)于延時習得效果。
[Abstract]:In recent decades, many domestic and foreign scholars have done a great deal of research on the theory of input strengthening, but most of them focus on the input intensification strategy and the attention and acquisition of target language form. So far, the study of the influence on the acquisition of productive vocabulary from the perspective of the intensive input sequence of lexical form and meaning is not much. Based on the theory of input intensification and the theory of resource processing and distribution, an empirical study of the effect of different intensification input forms on the immediate and delayed acquisition of learners' productive vocabulary knowledge is carried out through the vocabulary knowledge scale. The experimental study of this experiment is 90 non English major undergraduate students. According to the class, the subjects were divided into three parallel classes. The subjects were divided into 3 groups according to the class, the group 1 was the first form after the strengthening group, the group 2 was the first meaning after the formalistic strengthening group, and the group 3 was the simultaneous intensification group in the meaning form. The three groups respectively carried out the intensive input of the lexical form and the meaning different sequence respectively. After that, the 3 groups were produced. There are three parts: word spelling, synonym Association and translation of target word collocation. Analysis of data collected through SPSS16.0 and the following findings: (1) in instant testing, the different intensification input sequence of lexical meaning to learners whole Physical productive vocabulary acquisition has an impact on the three aspects of formal spelling, meaning association and collocation usage. Meaning group is better than the output vocabulary acquisition in the simultaneous input group, and the form group promotes the acquisition of vocabulary spelling knowledge, and the meaning group promotes the new association of lexical meaning meaning. (2) in the delay test, the lexical meaning The different intensification input sequence has no effect on learners' productive vocabulary acquisition. (3) there are obvious differences between instant and delay test in the same input intensification sequence. The effect of instant acquisition is obviously better than that of delayed acquisition.
【學位授予單位】：四川外國語大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：H319.3

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