近年來(lái),人們對(duì)聽力輸入在第二語(yǔ)言習(xí)得中的作用越來(lái)越感興趣。如今也存在一些有關(guān)不同因素對(duì)聽力中詞匯附帶習(xí)得的影響的研究。但是對(duì)于影響不同詞匯知識(shí)習(xí)得的輸入因素以及其不同變量之間的相互作用知之甚少。這項(xiàng)研究調(diào)查了詞匯頻率或語(yǔ)境線索對(duì)英語(yǔ)聽力中單詞形式知識(shí)和詞義知識(shí)的習(xí)得的影響,以及詞匯頻率或語(yǔ)境線索對(duì)詞匯知識(shí)的形式和意義保留的影響。本文試圖回答以下三個(gè)研究問題:問題1:詞匯頻率和語(yǔ)境線索這兩個(gè)因素中的哪一個(gè)對(duì)英語(yǔ)聽力中獲取詞匯形式知識(shí)的影響更大?問題2:詞匯頻率和語(yǔ)境線索這兩個(gè)因素中的哪一個(gè)對(duì)英語(yǔ)聽力中獲取詞匯意義知識(shí)的影響更大?問題3:詞匯頻率和語(yǔ)境線索這兩個(gè)因素中的哪一個(gè)對(duì)英語(yǔ)聽力后詞匯形式和意義知識(shí)的保留影響更大?本實(shí)驗(yàn)對(duì)東北地區(qū)某大學(xué)非英語(yǔ)專業(yè)的78名研究生進(jìn)行了詞匯水平預(yù)測(cè)試,并分為頻率組和語(yǔ)境組。聽力任務(wù)后進(jìn)行目標(biāo)詞形式知識(shí)立即測(cè)驗(yàn)和目標(biāo)詞意義知識(shí)立即測(cè)驗(yàn),并在三周后進(jìn)行延遲的測(cè)驗(yàn)。測(cè)驗(yàn)后成績(jī)的表現(xiàn)被用作衡量習(xí)得的程度,測(cè)驗(yàn)前,測(cè)驗(yàn)后和延后測(cè)驗(yàn)的得分均被視為學(xué)習(xí)效果的指標(biāo)。研究結(jié)果表明,詞匯頻率和語(yǔ)境線索對(duì)學(xué)生詞形知識(shí)的習(xí)得都有影響,從研究結(jié)果可以看出,在即時(shí)后測(cè)中,頻率因素比... 

【文章來(lái)源】：渤海大學(xué)遼寧省

【文章頁(yè)數(shù)】：66 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
Chapter One Introduction
    1.1 Research background
    1.2 Research significance and purpose
    1.3 The overall structure of the thesis
Chapter Two Literature Review
    2.1 Definition of key terms
        2.1.1 Incidental vocabulary acquisition
        2.1.2 Frequency
        2.1.3 Context
        2.1.4 Word knowledge
    2.2 Theoretical framework
        2.2.1 Input Hypothesis
        2.2.2 The theory of Depth of Processing
    2.3 Related research
        2.3.1 Research on incidental vocabulary acquisition in listening
        2.3.2 Factors affecting Incidental Vocabulary Acquisition in listening
        2.3.3 Related research of the effects of frequency on incidental vocabularyacquisition
        2.3.4 Related research of the effects of contextual cues on incidentalvocabulary acquisition
    2.4 Summary
Chapter Three Research Methodology
    3.1 Research questions
    3.2 Participants
    3.3 Materials
        3.3.1 Listening materials
        3.3.2 Target words
        3.3.3 Listening task design
    3.4 Instruments
        3.4.1 Vocabulary Knowledge Scale
        3.4.2 Immediate post-test and delayed post-test
        3.4.3 Statistical analysis method
    3.5 Procedure of the experiment
    3.6 Data collection and analysis
Chapter Four Results and Discussion
    4.1 Results and analysis of research question1
        4.1.1 The data statistic of word form knowledge scores from the two groupsimmediate post-test
        4.1.2 Comparison of the inter-group differences in form knowledge acquisition post-test
        4.1.3 Discussion of research question1
    4.2 Results and analysis of research question2
        4.2.1 The data statistic of word meaning knowledge scores from two groupsimmediate post-test
        4.2.2 Comparison of the inter-group differences in meaning knowledgeacquisition post-test
        4.2.3 Discussion of research question2
    4.3 Results and analysis of research question3
        4.3.1 The data statistic of two groups of word form knowledge scores fromdelayed post-test
        4.3.2 The data statistic of two groups of word meaning knowledge scoresfrom delayed post-test
        4.3.3 Discussion of research question3
    4.4 Summary
Chapter Five Conclusion
    5.1 Major findings
    5.2 Pedagogical implications
    5.3 Limitations of the study
    5.4 Suggestions for future study
References
Appendix Ⅰ Listening Materials
Appendix Ⅱ Vocabulary Knowledge Scale
Appendix Ⅲ Comprehension of listening activity
Appendix Ⅳ Word form-Word meaning immediate post-test
Appendix Ⅴ Word form-Word meaning delayed post-test
Acknowledgements
The list of the research papers published by author



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