【作者】 李辉；

【导师】 刘立群；

【作者基本信息】 哈尔滨理工大学 ， 英语语言文学， 2008， 硕士

【摘要】 关于词汇习得策略有很多,其中在阅读中以附带方式习得词汇是有效途径之一。“投入量假设”认为:词汇附带习得依赖于其处理过程中由任务所决定的需求、搜求、和评估三个因素构成的投入量,投入量越多,词汇附带获得效果越好。有很多基于此理论的实证研究探讨各种因素对外语词汇学习效果。这些研究都取得了一定成果,促进了词汇教学。然而国内研究大多对于英语专业学生,高中生或是小学生词汇习得,而且仅进行两次后测,没有进行长时间的跟踪测试,忽视了英语学习是一个长期缓慢的过程。本研究以青岛农业大学105名中等英语水平的非英语专业学生为实验对象,给予三项投入量不同的阅读任务,旨在检验具有不同投入量的阅读任务对中国中等水平英语学习者附带词汇习得的影响,主要探讨:(1)阅读任务投入量高低与词汇附带习得效果的相关性; 2投入量相同但分布不同的阅读任务与词汇附带习得效果的相关性。通过对实验对象完成阅读任务后进行即时测试,一周后延后测试和一个月后延后测试并对测试结果用软件SPSS13.0进行统计分析,研究结果显示:不同投入量的阅读任务对中等水平英语学习者词汇习得效果有一定影响。从短期或长期效果看,高投入量比低投入量阅读任务更能有效保持词汇记忆;投入量相同而分布不同的阅读任务均不同程度促进词汇保持,但是从长期效果看,没有数据上的显著性差异。该研究结果表明不同投入量的阅读任务对词汇保持短期内效果显著,但是长期效果甚微,在一定程度上证实了投入量假设。基于实验结果,本研究还对英语教学中合理利用阅读任务促进词汇习得效果提出有效可行的建议。更多还原

【Abstract】 There are many vocabulary acquisition strategies. It is claimed that learners could acquire a large proportion of vocabulary incidentally from written contexts. It is claimed by the Involvement Load Hypothesis that the effectiveness of incidental vocabulary tasks depends on the factors of need, search, and evaluation. Taken together, these elements form the‘involvement load’of a task. It is expected that a task with a higher involvement load is more effective than a task with a lower involvement load. There are many empirical studies to examine the effects of different factors on foreign vocabulary acquisition. These studies have gained some achievements to instruct vocabulary pedagogy. However, the subjects in most domestic studies are English majors, the senior school students and the pupils and they are tested only in a short period. The fact that vocabulary acquisition is a rather slow and complex process has been ignored.This study aims to examine the effect of the involvement load in reading tasks on incidental vocabulary acquisition. An experiment including 105 Chinese non-major English-learners was conducted in Qingdao Agriculture University in Shandong province. They were required to do three frequently-used reading tasks. The following research questions are to be investigated: 1.The correlation between the involvement loads in reading tasks and vocabulary retention? 2. The correlation between the tasks with the same involvement load but different distribution and vocabulary retention? The subjects were given an immediate vocabulary test after the reading task, a post-test one week later and another post-test one month later. SPSS 13.0 is used to analyze the data. The results show that (1) Different reading tasks have an impact on Chinese intermediate English learners in a certain extent. The tasks with higher involvement load are more effective for vocabulary retention than those with lower involvement in a long or short term; (2) Tasks with the same involvement load but different distribution have different effects on vocabulary retention, but they do not have statistically significant difference in a long period. The findings indicates that different reading tasks with different involvement load have a salient effect in a short period but a weak effect in a long term, verifying the involvement load hypothesis to some extent. Based on the findings, some practical and effective pedagogical suggestions on English vocabulary acquisition are put forward.更多还原