投入量假設論文英語學習者閱讀過程中詞匯附帶習得研究

投入量假設論文：英語學習者閱讀過程中詞匯附帶習得研究【中文摘要】國外一些研究表明,閱讀任務能有效促進詞匯附帶習得,不同的閱讀任務對詞匯附帶習得的效果不同。國內(nèi)這方面研究較少,而且在實驗的設計和完成任務的時間等因素的考慮上也存在欠缺,因此,本文擬從檢驗由Laufer和Hulstijin(2001)提出的“投入量假設”入手,探討閱讀過程中的詞匯附帶習得。本文以151名高中生作為研究對象,旨在通過比較投入量三要素,即需要(need),搜索(search)和評估(evaluation),在促進詞匯附帶習得中的相對重要性、比較在相同任務類型中不同投入量的任務在促進詞匯附帶習得中的效果以及不同任務類型對詞匯附帶習得的影響來檢驗“投入量假設”,進一步探討詞匯附帶習得的機制,為改善英語詞匯的學法和教法提供借鑒。本論文由五章組成:第一章簡要介紹、、意義以及論文結(jié)構(gòu)。第二章回顧國內(nèi)外學者對閱讀中詞匯附帶習得的研究和“投入量假設”的發(fā)展由來。第三章陳述實證研究的對象、材料、程序、所采用的記分制以及研究問題。第四章處理和分析實驗數(shù)據(jù)。第五章呈現(xiàn)實證結(jié)論及其對詞匯教學的指導意義。該研究部分證實“投入量假設”:投入量三要素中,搜尋(search)的影響最微妙;任...【英文摘要】Researchesfromabroadmanifestthepossibilityofreadingtasksfacilitatingincidentalvocabularyacquisition.Moreover,differentreadingtasksimposediverseeffectsonvocabularyacquisition.However,domesticresearchesinthisfieldarerelativelyrare.Whatismore,thereisdefectivenessinexperimentdesignsandconsiderationoftimelimittocompletetasks.Thepresentstudyaimstoprobeintoincidentalvocabularyacquisitioninreadingbasedon“involvementloadhypothesis”putforwardbyLaufer...【關鍵詞】投入量假設詞匯附帶習得閱讀任務詞匯記憶【英文關鍵詞】involvementloadhypothesisincidentalvocabularyacquisition【目錄】英語學習者閱讀過程中詞匯附帶習得研究

摘要

5-6

ABSTRACT

6-7

Chapter1Introduction

10-13

1.1Thebackgroundofthepresentstudy

10-11

1.2Thepurposeandsignificanceofthepresentstudy

11-12

1.3Layoutofthethesis

12-13

Chapter2LiteratureReview

13-27

2.1VocabularyBuildingProcessofSLA

13-14

2.2IncidentalVocabularyLearning

14-16

2.2.1DefinitionofIncidentalVocabularyLearning

14-15

2.2.2ProcessofIncidentalVocabularyLearning

15-16

2.3TheoriesrelatedtoIncidentalVocabularyLearning

16-22

2.3.1Schmidt’sNoticingHypothesis

16-18

2.3.2DepthofProcessTheory

18-19

2.3.3InvolvementLoadHypothesis

19-22

2.4EmpiricalStudiesconcernedwithIncidentalVocabularyLearning

22-26

2.4.1EmpiricalStudiesonIncidentalVocabularyAcquisition

22-24

2.4.2RelevantEmpiricalStudiesonILHatHomeandAbroad

24-26

2.5Summary

26-27

Chapter3ResearchDesign

27-32

3.1ResearchQuestions

27

3.2Subjects

27-28

3.3ReadingMaterialUsedintheStudy

28-30

3.3.1ReadingMaterialandTargetWords

28-29

3.3.2TheGlossary

29

3.3.3ReadingTasks

29-30

3.4Procedures

30-31

3.5AScoringScheme

31

3.6Summary

31-32

Chapter4ResearchResultsandDiscussion

32-54

4.1VaryingEffectsofILHcomponentsonVocabularyAcquisition

32-41

4.1.1Results

32-38

4.1.2Discussion

38-41

4.2EffectsofDifferentInvolvementLoadonVocabularyAcquisition

41-44

4.2.1Results

41-43

4.2.2Discussion

43-44

4.3EffectsofDifferentTaskTypesonVocabularyAcquisition

44-52

4.3.1Results

44-49

4.3.2Discussion

49-52

4.4Summary

52-54

Chapter5ConclusionsandImplications

54-58

5.1SummariesofthePresentStudy

54-55

5.2Implications

55-56

5.3TheLimitationsandSuggestionsforFurtherResearch

56-58

Notes

58

Refere