【作者】 黄蓉；

【导师】 王佳丽；

【作者基本信息】 湖南师范大学 ， 学科教学（英语）（专业学位）， 2021， 硕士

【摘要】 词汇是英语活动的基础。词汇习得也一直是第二语言习得研究的焦点。Nation(1990)将词汇分为接受性词汇和产出性词汇。就高中生而言,学习和使用产出性词汇一直是难点。因此,探究有效的词汇呈现模式,拓展学生的产出性词汇量以及培养他们使用已学词汇的能力是非常有必要的。多模态词汇呈现结合了不同的呈现方式来满足不同学生的需要,加深学生对词汇的印象,减轻学生词汇记忆的认知负担。鉴于此,本研究将聚焦于多模态词汇呈现方式对高中生习得产出性词汇的影响。本研究以广东肇庆市一所中学高一年级的两个平行班为对象,教学实验为期3个月。控制班的学生在传统的词汇教学方式指导下学习,而实验班的学生则在多模态教学方式的指导下学习。在此研究中,以Nation和Laufer(1999)设计的产出性词汇测量表(PVLT)测量学生的产出性词汇量,以词频软件RANGE分析出的学生的两篇限时作文的结果来评定学生产出性词汇的丰富性。本文旨在探究两个问题:(1)多模态词汇呈现方式对高中生的产出性词汇量有什么影响?(2)多模态词汇呈现方式对高中生的产出性词汇的丰富性有什么影响?实验之前,控制班和实验班的产出性词汇量几乎相同。在产出性词汇量表的测试中,两个班级的平均分分别是7.02和6.80。但是在学习了3个月之后,这两个班的成绩有了明显的差异。虽然两个班的成绩都有提升,但是实验班的平均分提升到了9.48,而控制班的平均分只提升到了7.98.就学生的产出性词汇的丰富性而言,低频词汇在学生写作中的占比是非常小的,只占到9.43%和9.12%。但是在三个月的学习之后,两个班的低频词汇量都有提升。但是控制班的低频词汇量占比只提升到了9.91%,而实验班的低频词汇量占比提升到了25.94%。根据以上的分析结果,我们可以看出多模态词汇呈现方式对高中生的产出性词汇量和丰富性都有较大的影响。实验之前,控制班和实验班的产出性词汇量和丰富性几乎相同。但在三个月学习之后,两个班的产出性词汇量和丰富性有了明显的差异。实验结果显示:在实验班中,学生的产出性词汇量测试分数更高,他们的作文中也含有更多的低频词汇。这意味着实验班学生的词汇学习效率更高。他们已经学会了如何运用词汇知识去拓展词汇,像近义词、反义词、构词法、常见词缀等。他们也掌握了将产出性词汇应用到自己写作中的方法,不仅仅是基础词汇,还包括那些认知负荷更大的词汇。因此,可以得出结论:多模态词汇呈现方式能有效促进高中生习得产出性词汇。笔者建议教师在词汇教学中尝试运用多模态词汇呈现方式。通过结合多种词汇呈现方式,学生会更加积极地参与到课堂之中来,并且他们不同的学习偏好也会得到满足。然而,教师在使用多模态教学法时,要选择合适的材料来进行有效的词汇教学,以减轻学生的认知负担,让学生在课堂上学习更多的词汇。更多还原

【Abstract】 Vocabulary is the foundation of English activities.And it is always the research focus of second language acquisition.Nation(1990)has divided words into receptive vocabulary and productive vocabulary.Senior high school students always have difficulties in learning and using productive vocabulary.Therefore,it is necessary to explore the effective word presentation mode,expand students’ productive vocabulary and cultivate their ability to use the vocabularies they have learned.Multimodal word presentation modes combines different word presentation methods to cater different students’ needs,deepen their impression on vocabulary and reduce the cognitive load of vocabulary memorization.In view of this,this study will focus on the effect of multimodal word presentation modes on high school students’ acquisition of productive vocabulary.In this study,two parallel classes in the senior one grade of Guangdong Zhaoqing middle school were taken as the subjects.And this teaching experiment has lasted for three months.Students in control class are taught by traditional word presentation ways,and students in experimental class are taught by multimodal word presentation modes.In this study,Productive Vocabulary Levels Test(PVLT)designed by Nation and Laufer(1999)is used to investigate the size of students’ productive vocabulary,and the richness of students’ productive vocabulary is calculated by two time-limited compositions analyzed by Software---RANGE.Therefore,this study will mainly address two questions:(1)What effects do multimodal word presentation modes have on the size of senior high students’ productive vocabulary?(2)What effects do multimodal word presentation modes have on the richness of senior high students’ productive vocabulary?Before the experiment,the size of students’ productive vocabulary in experimental and control class are nearly the same.For the average scores in the Productive Vocabulary Levels Test(PVLT)of these two classes are 7.02 and 6.80.But after three months’ experiment,the size of students’ productive vocabulary in these two classes are different.The scores in both classes has increased.But the scores in experimental class have increased to 9.48,while the scores in control class only increased to7.98.As for the richness of students’ productive vocabulary,the proportion of low-frequency vocabulary in students’ compositions are very small,only 9.43% and 9.12%.After three months’ study,the proportion of low-frequency vocabulary in students’ compositions has increased in these two classes.But the proportion in control class only increased to 9.91%,while the score in experimental class has increased to25.94%.According to the results analyzed above,we can see that multimodal word presentation modes do have a great impact on the size and richness of students’ productive vocabulary.Before the experiment,the size and richness of students’ productive vocabulary in experimental and control class are nearly the same.But after three months’ study,students in experimental class get higher scores in Productive Vocabulary Levels Test,and their writings contained more low-frequency words than those in control class.This means students’ efficiency of learning vocabulary in experimental classes are higher than students in control class.They have learned how to expand their vocabulary by using the vocabulary knowledge like synonyms,antonyms,word formation rules,common affixes and so on.They also mastered how to apply their productive vocabulary in their own compositions,not only limited in basic vocabularies,but also those requiring higher cognitive load.Therefore,it can be concluded that the multimodal word presentation modes can effectively facilitate the acquisition of productive vocabulary of senior high students.High school English teachers are suggested to use multimodal word presentation modes in vocabulary teaching,especially productive vocabulary.By combining different word presentation modes,students will be more engaged in class and their different learning preferences will be considered.However,when employing multimodal word presentation modes,teachers should select suitable materials to conduct effective vocabulary teaching,so as to reduce students’ cognitive load and let students learn more vocabulary in class.更多还原