非英语学生阅读课上有效词汇习得效果探讨

词汇学习是语言学习不可缺少的一部分,国内外学者在外语词汇习得方面作了不少研究。关于二语词汇主要是通过刻意学习获得还是附带习得,研究者各持己见。Hulstjin(1992)指出,词汇习得研究者目前要解决的问题已并非在语境中学习词汇的方式是否有益,而是深入探讨何种词汇习得方式最为行之有效。笔者通过对比分析词汇有意习的和附带习的的利弊,以为|教育论文网|在词汇附带学习的基础上增加有意学习有利于词汇的习的和记忆的保持,符合投入量假设(LauferHulstijn,2001)理论。本研究探讨了两种不同的词汇学习方法:词汇附带习得和综合习得词汇的方法(即在附带习得的基础上增加有意学习)。通过实验,测试了两种不同的词汇学习方法对中国非英语专业学习者所产生的不同的词汇学习效果。实验选取了80名高职二年级学生为受试者,将其分为两个班,分别采用附带习得和综合习得的方法,实验后对受试者的10个目标词进行即时测试,2个月后进行延时测试。测试所得的数据采用SPSS11.5进行了统计分析。实验结果表明:无论在即时记忆还是延时记忆中,综合习得词汇的方法都要优于附带习得,在综合习得词汇的方法中,词汇量的大小并不影响学习者词汇的习得。而在词汇的附带习得中,词汇量大小对于产出性词汇的能力有很大的影响。以上的实验结果,对词汇教学具有重要启示,在外语的课堂环境下二语词汇习得需辅以有意学习,以提高词汇学习的有效性。【关键词】：词汇附带习得词汇有意习得有效性综合习得词汇法
【论文提纲】：Abstract3-5摘要5-9ChapterOneIntroduction9-141.1ResearchBackground9-111.2SignificanceofthePresentStudy11-131.3OrganizationoftheThesis13-14ChapterTwoLiteratureReview14-322.1KnowingaWord14-182.1.1VocabularyKnowledgeFrameworkbyRichards14-152.1.2VocabularyKnowledgeFrameworkbyNation15-172.1.3VocabularyKnowledgeFrameworkbyMelka17-182.2VocabularyLearningandReading18-192.3IncidentalVocabularyLearningandIntentionalVocabularyLearning19-262.3.1TheDefinitionofIncidentalVocabularyLearningandIntentionalVocabularyLearning19-202.3.2TheEffectivenessofIncidentalVocabularyLearningfromReadi20-222.3.3TheDrawbacksofIncidentalVocabularyLearning22-232.3.4TheEffectivenessofIntentionalVocabularyLearningfromReading23-242.3.5TheDrawbacksofIntentionalVocabularyLearning24-252.3.6CombiningtheIntentionalLearningwithIncidentalLearning25-262.4TheEmpiricalResearchofIncidentalVocabularyLearningandIntentionalVocabularyLearninginChina26-292.5InvolvementLoadHypothesis29-312.6Summary31-32ChapterThreeExperimentDesign32-413.1ResearchQuestions323.2Subjects32-333.3Instruments33-353.3.1ReadingMaterials33-343.3.2TheSelectionoftheTargetWords343.3.3TestInstrument34-353.4Procedures35-393.4.1Pre-test35-393.4.4DelayedTest393.5Scoring39-403.6DataAnalysis40-41ChapterFourResultsandDiscussion41-554.1ResultsoftheImmediateVocabularyTest41-424.2ResultsoftheDelayedVocabularyTest42-434.3ComparisonBetweentheImmediateVocabularyTestandtheDelayedVocabularyTestforEachLearningGroup43-454.3.1ComparisonbetweentheImmediateVocabularyTestandtheDelayedVocabularyTestfortheRVGroup43-444.3.2ComparisonbetweentheImmediateVocabularyTestandtheDelayedVocabularyTestfortheNRGroup44-454.4ResultsoftheImmediateVocabularyTestbetweentheLarge-VocabularyandSmall-VocabularySubjectsintheRVandtheNRGroup45-474.5ResultsoftheDelayedVocabularyTestbetweentheLarge-VocabularyandSmall-VocabularySubjectsintheRVandtheNRGroup47-504.6Discussion50-55ChapterFiveConclusion55-605.1Findings55-565.2PedagogicalImplications56-585.3LimitationsofthePresentStudy58-60References60-66AppendixA：VocabularyLevelsTest66-69AppendixB:ReadingpassageorRVandNRgroup69-71AppendixC:ReadingComprehensionExerciseForRVandNRgroup71-72AppendixD:ThevocabularyEnhancementexerciseorRVgroup72-73AppendixE:ReadingpassageforNRgroup73-76AppendixF:VocabularytestforRVandNRgroup76-78Acknowledgements78-79在读期间公然发表论文（著）及科研情况79