【作者】 陈利；

【导师】 司联合；

【作者基本信息】 南京师范大学 ， 英语语言文学， 2008， 硕士

【摘要】 随着学者们对二语词汇习得模式的研究(外显性学习/内隐性学习;目的性习得/附带习得)的关注,关于学习者附带习得词汇的研究也越来越受重视,而且许多研究者对阅读对词汇的附带习得的作用进行了研究.基于阅读中不同策略的运用对学习者的词汇附带习得起积极的意义,能产生较好的词汇附带习得效果这一假设,笔者决定采取不同策略对泛读中词汇附带习得情况进行实证研究,目的是:1、比较两种方法,即泛读中参考生词注释和通过上下文猜词,对学习者附带习得词汇效果的影响。2、了解泛读和词汇习得效果的相互作用。3)探索本研究对英语泛读和词汇教学的指导意义。整个实证研究历时9周,由问卷调查、泛读练习、测试、实验数据分析组成。实验中两个非英语专业平行班分别作为实验组和控制组,阅读材料中20个受测单词为测试对象。生词注释和通过上下文猜词两策略运用并比较。数据分析结果表明:1、大多数受试者对两种策略在泛读中词汇附带习得的作用持肯定态度,他(她)们认为都有助于学到词汇。2、试验组的单词测试总成绩和单个单词平均成绩均明显优于控制组,而且词义准确度更高说明在泛读中选择不同策略的不同意义以及注释策略的可取性。实验结果的积极作用说明,泛读课程的设计中应积极考虑采用恰当形式策略,如单词注释和猜词策略,以利于学生习得词汇和理解文章;同时教师在阅读课上应采取多种措施以增加生词被学生附带习得的可能性。更多还原

【Abstract】 Learner’s incidental vocabulary acquisition (IVA) in various language learning activities, especially through reading, has become a new focus of interest in s(?)cond language vocabulary acquisition (SLVA) research. Abundant studies concerning the influence of reading on IVA have been made, as the author observed, in natural reading, different strategies may work differently due to a number of factors, In the author’s opinion, glosses or dictionary use can better help English learners acquire vocabulary incidentally in reading practice, yet research in this aspect is relatively insufficient. So he decided to conduct a study to compare the effects of two different learning approaches on IVA in L2 extensive reading: referring to glosses and inferring word meaning from context. The objectives of the study are: 1) to see whether the former results in better gains of vocabulary knowledge than the latter; 2) to do the data research in the process of IVA through extensive reading; 3) to find its pedagogic implication to the English reading and vocabulary teaching practice.The 9-week-long study was composed of one questionnaire, a reading program, a few tests, and the final data analyses. It was conducted on two parallel classes of non-English-major college students. One class served as the experiment group, who could refer to glosses when the 20 target words were encountered in the reading practice, and the other served as the control group, in whose reading passages no glosses were provided for the same target words and who therefore could only infer their meanings from context.From the data analyses, the findings revealed: 1) Most subjects held a positive view towards the role of different strategies in reading practice, they thought the two strategies are both helpful for IVA and glosses is much better comparing to inferring from context.2) The experiment group outperformed the control group by a plain edge whether in overall vocabulary gain or gain of individual target words. On average, the subjects in the experiment group learned more word knowledge in the reading practice, and the learned word meaning is more precise.The findings prove that it is a good option to choose different strategies in extensive reading practice, given their positive effects on IVA. Designers of extensive reading course may consider employing lots of forms of strategies to facilitate learners’ vocabulary development and reading comprehension. Meanwhile, teachers should play a more active role in reading class to provide the chance of a word’s being acquired incidentally.更多还原