【作者】 王乐；

【导师】 马云霞；

【作者基本信息】 西北师范大学 ， 教育硕士（专业学位）， 2021， 硕士

【摘要】 二语习得过程中,词汇习得占有举足轻重的地位。作为词汇学习的一个重要部分,词块知识的掌握也成为初中英语学习者语言习得的关键。如今,词块附带习得研究已经成为二语习得领域一大热点问题。但是,在词汇和词块学习过程中,初中生投入了大量时间,但效果不甚理想。因此,探索更有效的阅读任务以提高学生词块附带习得的效果具重要的现实意义。本研究以输入假说、加工深度理论及投入量假说为理论基础,通过量性与质性研究相结合的研究方法,主要探讨以下两个问题:(1)不同投入量的阅读任务对初中生英语词块的即时习得有何影响?(2)不同投入量的阅读任务对初中生英语词块的延时保持有何影响?实验选取两个平行班共98名初中一年级学生为受试。实验过程主要包括先导实验与主实验。先导实验的49名学生主要任务为选取目标词块与生词。主实验以实验实施、即时及延时词块测试和访谈为主。参加主实验的49名学生被分为三组,在阅读完同一篇文章后,各组分别完成一项投入量各不相同的阅读任务:阅读后回答问题、阅读填空+回答问题、阅读后句子翻译。然后对10个目标词块进行即时及延时测试以探索目标词块的习得与保持效果。实验所得数据采用SPSS 20.0进行分析处理,采用的统计方法有单因素方差分析,双样本T检验和多重检验。基于实验研究以及数据分析得出以下结论:(1)三种不同投入量的阅读任务对初中生英语词块附带习得有促进作用。在即时测中,句子翻译与阅读理解加填空组的词块习得效果显著好于阅读理解组。但前两组的成绩之间没有显著差异。(2)不同投入量的阅读任务对初中生英语的词块保持效果不同。投入量越高的阅读任务,词块保持的效果越好。受时间因素的影响,三组延时测任务目标词块的记忆效果呈明显下降趋势。(3)深层次信息加工的任务能够带来更好的词块附带习得效果,如句子翻译在即时、延时测及访谈中都显示出了比其他两种任务更优的词块习得与保持效果。通过以上实验结论,本研究针对如何更有效提高学生词块附带习得效果提出以下几点建议:(1)教师应充分利用教材、试卷以及练习册中的阅读材料,对文本中的高频率词块进行讲解,并鼓励学生通过阅读积累更多词块;(2)教师应根据学生实际设计不同的阅读任务以加深学生处理词块的深度;(3)词块附带习得与有意学习各有利弊,教师在实际教学中可以将附带习得与有意学习结合使用,已达到更好的词块习得效果。更多还原

【Abstract】 In the process of second language acquisition(SLA),vocabulary acquisition plays an important role.The mastery of lexical chunks knowledge has also become the key for junior middle school English learners in the language acquisition.At present,the study of incidental acquisition of lexical chunks has become a hot topic in the field of second language acquisition.However,the junior middle school students spend much time on learning vocabulary and lexical chunks,but the effect is not ideal.Thus,it is practical and realistic to explore more effective reading tasks to improve the effect of students’ incidental acquisition of lexical chunks.Based on the Input Hypothesis,Depth of Processing Theory and Involvement Load Hypothesis,through the combination of quantitative and qualitative research methods,the following two questions were mainly discussed:(1)What are the immediate effects of tasks with different involvement load on learners acquisition of lexical chunks through English reading?(2)What are the delayed effects of tasks with different involvement load on learner’s retention of lexical chunks through English reading?The subjects were 98 Grade One junior middle school students from two parallel classes in Lanzhou City,Gansu Province.This study mainly included pilot study and the main experiment.The 49 students’ task in the pilot study was to select target chunks and new words.The main experiment consisted of experimental treatment,immediate and delayed lexical chunks tests and interview.The other 49 students who participated in the main experiment were divided into three groups.After reading the same passage,each group was asked to complete a reading task with different involvement load: reading comprehension,reading comprehension plus cloze,and sentence translation.Then the immediate and delayed tests were conducted to probe the acquisition and retention of the 10 target lexical chunks.With the help of the software Statistical Package for Social Science(SPSS 20.0),One-way ANOVA,the Paired-Samples T-test and Post Hoc Multiple Comparisons were applied to analyze and process the data.The results indicated that:(1)All the three reading tasks with different involvement load can facilitate the incidental acquisition of lexical chunks.For the immediate test,students in sentence translation,reading comprehension plus cloze group achieved better than students in reading comprehension group.However,there was no significant difference between reading comprehension plus cloze and sentence translation.(2)Reading tasks with different involvement load had different effect on the delayed retention of lexical chunks.The higher the involvement load of reading tasks,the better the retention of lexical chunks.However,affected by the time factor,there was a significant decline in the retention of lexical chunks.3)The task with deeper processing of the lexical chunks(sentence translation)performed better than the other two in the immediate and delayed test as well as the interview.Based on the results of the present study,some feasible implications of how to improve learners’ incidental acquisition of lexical chunks can be put forward.Firstly,the teachers should make full use of reading materials in textbooks,test papers and extracurricular reading,and emphasize the high-frequency common lexical chunks in reading.At the same time,teachers should also encourage students accumulate more lexical chunks through extensive reading.Secondly,teachers are encouraged to design various reading tasks to motivate students’ deep processing of lexical chunks.Lastly,there are pros and cons to incidental acquisition of lexical chunks and intentional learning.Teachers can combine the two methods in practical teaching so as to achieve a better effect of incidental acquisition of lexical chunks.更多还原