词汇重复对中国大学英语学习者词汇附带习得的影响

论文摘要

近些年来,第二语言词汇附带习得研究逐渐成为国内外研究者广泛关注的热点问题之一。众多研究者争论的问题之一是,多少次词汇重复才能导致习得?在这个问题上研究者们还没有取得一致的意见。本研究试图用实验的方式对这个问题进行探索。该实验以10个生造词为目标词,从接受和产出两个角度,研究不同的词汇复现次数对大学英语学习者词汇的正字法、联想、语法功能,句法和意义五个方面习得的影响。150名非英语专业大学生被分为五个组(一个为控制组,四个为实验组),在分别进行1次(控制组),4次,6次,8次,以及10次单词的重复阅读任务之后,参加5个接受性和5个产出性的词汇测试。通过对比组内不同单词出现频率对学习者词汇习得的影响,本文试图探索重复次数与词汇习得之间的关系,以及词汇接受性知识和产出性知识习得的相关情况。本文的主要统计方法为描述性统计分析,单因素方差分析,配对样本T检验和相关分析。通过对实证数据的定量分析和定性分析,本研究主要有以下发现:1.我国大学英语学习者可以从阅读中附带习得新的词汇。词汇重复显著地影响对词汇的接受性和产出性习得。随着复现次数的增多,学习者在单词正字法、联想、语法功能,句法和意义五个方面的习得效果也随之增强。2.单词接受性和产出性习得在重复次数为4次,6次,8次的时候均有显著性增长。达到8次时,学习者的词汇习得可以达到比较好的水平,此后仍有增长但是增长缓慢。学习者全面掌握词汇知识可能需要8次以上的重复。3.五个组中词汇接受性知识的习得在单词正字法、联想、语法功能,句法和意义五个方面的习得效果均好于产出性知识的习得。4.重复对词汇的产出性技能作用强于对接受性技能作用。本实验的结果支持了国内外的某些同类研究,对我国大学英语词汇教学具有一定的指导意义。

论文目录

• Abstract in English
• Abstract in Chinese
• Acknowledgements
• Table of Contents
• List of Tables
• List of Figures
• List of Abbreviations
• List of Symbols
• Chapter One INTRODUCTION
• 1.1 Background of the Study
• 1.2 Purpose of the Current Study
• 1.3 Significance of the Study
• 1.4 Scope of the Study
• 1.5 Organization of the Thesis
• Chapter Two THEORETICAL FOUNDATION
• 2.1 Overview
• 2.2 IVA/IVL research
• 2.2.1 IVA/IVL Hypothesis
• 2.2.2 Vocabulary Command for Reading Comprehension
• 2.2.3 Some Conclusions about IVA/IVL
• 2.3 Two Dimensions of Vocabulary Knowledge
• 2.3.1 Breadth of Vocabulary Knowledge & Depth of Vocabulary Knowledge
• 2.3.2 Receptive Vocabulary Knowledge & Productive Vocabulary Knowledge
• 2.4 Noticing Hypothesis
• 2.5 Summary
• Chapter Three LITERATURE REVIEW
• 3.1 Overview
• 3.2 Factors Affecting Incidental Vocabulary Acquisition
• 3.3 Review of Empirical Studies on Word Exposure Frequency
• 3.3.1 Foreign Empirical Studies on Word Exposure Frequency
• 3.3.2 Domestic Empirical Studies on Word Exposure Frequency
• 3.4 Evaluation of Previous Studies
• 3.4.1 Implications from Previous Studies
• 3.4.2 Limitations of Previous Studies
• 3.5 Orientation of the Present Study
• Chapter Four EXPERIMENTAL DESIGN
• 4.1 Overview
• 4.2 Research Questions and Hypotheses
• 4.2.1 Research Question 1 and Hypothesis 1
• 4.2.2 Research Question 2 and Hypothesis 2
• 4.2.3 Research Question 3 and Hypothesis 3
• 4.3 Experimental Design
• 4.3.1 Research Type
• 4.3.2 Operationalization of Variables
• 4.3.3 Grouping of Subjects
• 4.3.4 Procedure of the Study
• 4.4 Pilot Study
• 4.5 Summary
• Chapter Five METHODOLOGY
• 5.1 Overview
• 5.2.Subjects
• 5.3 Target Words and Substitute Words
• 5.4 Order and Rating of Contexts
• 5.5 Reading Pages
• 5.5.1 Reading Pages Compilation
• 5.5.2 Reading Pages Distribution
• 5.6 Vocabulary Tests
• 5.6.1 Vocabulary Tests Compilation
• 5.6.2 Vocabulary Tests Distribution
• 5.7 Scoring Procedures
• 5.8 Data Collection and Analysis
• 5.9 Summary
• Chapter Six RESULTS OF THE STUDY
• 6.1 Overview
• 6.2 Results of the Experimental Research Question 1
• 6.2.1 Mean Scores ofTen Vocabulary Tests in Each Group
• 6.2.2 One-way ANOVA Analysis across Five Groups
• 6.2.3 Summary
• 6.3 Results of the Experimental Research Question 2
• 6.3.1 Analysis on Repetition Effect on Vocabulary Receptive and Productive Knowledge Learning
• 6.3.2 Comparison among Four Experimental Groups
• 6.3.3 Summary
• 6.4 Results of the Experimental Research Question 3
• 6.4.1 Comparison between Receptive Knowledge Scores and Productive Knowledge Scores of Four Experimental Groups
• 6.4.2 The Correlations of Repetition & Receptive Knowledge Scores and Repetition & Productive Knowledge Scores of Four Experimental Groups
• 6.4.3 Summary
• 6.5 Summary of Results
• Chapter Seven DISCUSSION
• 7.1 Overview
• 7.2.Discussion of Effects of Repetition
• 7.2.1 Comparison with Previous Studies
• 7.2.2 Possible Reasons for Repetition Effect
• 7.3 Discussion of Threshold of Exposure of Vocabulary Learning
• 7.3.1 Comparison with Previous Studies
• 7.3.2 Possible Reasons for Varied Results of Threshold of Exposure
• 7.4 Discussion of Receptive Knowledge Learning and Productive Knowledge Learning
• 7.4.1 Comparison with Previous Studies
• 7.4.2 Possible Reasons for Reception's Superiority
• 7.4.3 Possible Reasons for Bigger Correlation between Repetition and Production
• 7.5 Summary
• Chapter Eight CONCLUSIONS,IMPLICATIONS AND SUGGESTIONS
• 8.1 Conclusions
• 8.2 Implications
• 8.3 Limitations of the Present Study and Suggestions for Future Research
• Notes
• References
• Appendix A Questionnaire for Target Words in Pilot Study
• Appendix B Reading Page 1
• Appendix C Reading Page 2
• Appendix D Reading Page 3
• Appendix E Reading Page 4
• Appendix F Reading Page 5
• Appendix G Reading Page 6
• Appendix H Reading Page 7
• Appendix I Reading Page 8
• Appendix J Reading Page 9
• Appendix K Reading Page 10
• Appendix L Vocabulary Test 1
• Appendix M Vocabulary Test 2
• Appendix N Vocabulary Test 3
• Appendix O Vocabulary Test 4
• Appendix P Vocabulary Test 5
• Appendix Q Vocabulary Test 6
• Appendix R Vocabulary Test 7
• Appendix S Vocabulary Test 8
• Appendix T Vocabulary Test 9
• Appendix U Vocabulary Test 10
• Appendix V Sample Vocabulary Test 1
• Appendix W Sample Vocabulary Test 3
• Appendix X Sample Vocabulary Test 4
• Appendix Y Sample Vocabulary Test 5
• Appendix Z Sample Vocabulary Test 6
• 作者在攻读硕士学位期间发表的论文