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Effects of Textual and Learner Factors on Incidental Vocabulary Acquisition by Chinese Esl Learners in the Process of Reading

作　者: 王羿珍
导　师: 王改燕
学　校: 西安外国语大学
专　业: 外国语言学及应用语言学
关键词: 词汇附带习得目标词的接触频率学习者词汇量词性
分类号: H319
类　型: 硕士论文
年　份: 2011年
下　载: 65次
引　用: 0次
阅　读: 论文下载

内容摘要

词汇附带习得一直是国内外学者非常关心的问题。阅读作为词汇附带习得一个主要途径,也被认为有助于学习者习得二语词汇。尽管前人已对文本因素—目标词的接触频率有很多探讨,但并没有达成一致的结论,而且结合学习者因素—学习者词汇量及另一文本因素—单词的词性这二者的研究也很少。基于此,本研究主要对目标词的接触频率,学习者词汇量及词性对中国的二语学习者在阅读中词汇附带习得的影响进行深入考察。本研究选取西安外国语大学一年级两个班级48名英语专业学生作为实验对象。通过让研究对象完成词汇量前测,完成一篇安徒生童话阅读任务(选出11个目标词),随后对目标词汇进行即时和延时测试,检验他们对目标词的接受性和产出性习得效果。此实验持续三周,研究对象所提供的数据借助SPSS17.0分析,结果显示:1)目标词的接触频率与词汇产出性习得具有显著相关性;词汇接触越多,产出效果更好;2)学习者的词汇量影响词汇附带习得,词汇量大的学习者在接受性与产出性习得中都比词汇量小的学习者表现更好,而且,前者的词汇习得量在接受性习得中要大于在产出性习得中;3)目标词的词性也会影响词汇附带习得,名词在接受性和产出性习得中都比动词和形容词容易习得,而动词和形容词比较,前者在接受性习得中更容易习得,后者在产出性习得中更容易习得;4)目标词的接触频率,词汇量及目标词的词性三者在产出性习得中有交互作用,词汇量这个变量的作用最突出,其次是频率,最后是词性。而词汇量小的更依赖于词频从而习得词汇。上述发现对英文阅读材料的编写者及英语教师都有启示作用,有利于促进教材的编写工作及英语教学工作。

全文目录

ACKNOWLEDGEMENTS  8-9
ABSTRACT  9-10
中文摘要  10-15
CHAPTERⅠINTRODUCTION  15-21
  1.1 Research Background  15-17
  1.2 Significance of the Present Study  17-18
  1.3 Definitions of Key Terms  18-19
  1.4 Organization of the Present Study  19-21
CHAPTER Ⅱ LITERATURE REVIEW  21-31
  2.1 Modes of Vocabulary Learning  21-24
    2.1.1 Incidental and Intentional Vocabulary Learning  21-22
    2.1.2 Implicit and Explicit Vocabulary Learning  22-23
    2.1.3 Distinctions between the Three Modes of Vocabulary Learning  23-24
  2.2 Theoretical Basis of the Present Study  24-26
    2.2.1 Comprehensible Input Hypothesis  24
    2.2.2 Noticing Hypothesis  24-25
    2.2.3 Mental Effort and Depth of Processing  25-26
  2.3 Studies on Effect of Exposure Frequency on Incidental Vocabulary Acquisition  26-27
  2.4 Studies on Effect of Learner’s Vocabulary Size on Incidental Vocabulary Acquisition  27-28
  2.5 Studies on Effect of Grammatical Categories on Incidental Vocabulary Acquisition  28-29
   2.6 Research Questions  29-31
CHAPTER Ⅲ RESEARCH METHODOLOGY  31-39
  3.1 Overview  31
  3.2 Research Design  31-36
    3.2.1 Subjects  31-32
    3.2.2 Reading Materials  32-33
    3.2.3 Target Words  33-34
    3.2.4 Vocabulary Tests  34-36
  3.3 Research Procedures  36-37
  3.4 Scoring Data  37-38
  3.5 Data Analysis  38-39
CHAPTER Ⅳ RESULTS  39-55
  4.1 Effect of Exposure Frequency on Incidental Vocabulary Acquisition  39-43
    4.1.1 Correlation between Exposure Frequency and Vocabulary Acquisition  39-40
    4.1.2 Effect of Different Exposure Frequencies on Vocabulary Acquisition  40-43
  4.2 Effect of Learners’Vocabulary Size on Incidental Vocabulary Acquisition  43-48
  4.3 Effect of Parts of Speech on Incidental Vocabulary Acquisition  48-52
  4.4 The Interactive Role of Exposure Frequency, Vocabulary Size and Parts of Speech on Incidental Vocabulary Acquisition  52-55
CHAPTER Ⅴ DISCUSSION  55-59
  5.1 Discussion of Effect of Exposure Frequency of the Target Words  55-56
  5.2 Discussion of Effect of Learners’Vocabulary Size  56-57
  5.3 Discussion of Effect of Parts of Speech  57
  5.4 Discussion of the Interactive Role of Frequency, Vocabulary Size and Parts of Speech in Vocabulary Acquisition  57-59
CHAPTER Ⅵ CONCLUSIONS  59-63
  6.1 Conclusions from the Present Study  59-60
  6.2 Pedagogical Implications  60-61
  6.3 Limitations of the Present Study and Suggestions for Future Research  61-63
REFERENCES  63-70
APPENDIX 1  70-74
APPENDIX 2  74-80
APPENDIX 3  80-81
APPENDIX 4  81-82
APPENDIX 5  82-83

Effects of Textual and Learner Factors on Incidental Vocabulary Acquisition by Chinese Esl Learners in the Process of Reading

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