导　　师： 刘会春

学科专业： 040102

授予学位： 硕士

作　　者： ;

机构地区： 广州大学

摘　　要： 《普通高中英语课程标准》对高中学生英语词汇学习提出了较高要求,其中八级的词汇要求是学会使用4500个单词,习惯用语或固定搭配。广大师生普遍感到词汇学习的压力很大,传统词汇教学方法已经不能满足当前词汇教学的要求。为此作者开展了一项旨在通过阅读促进词汇附带学习能力的研究。所谓词汇附带性学习是指学生在完成其他学习任务/(如阅读文章/)的时候,其注意力并非在背记单词上,却附带习得了单词。 在过去几十年中,国内外的研究者们已讨论过在二语阅读中可能影响词汇附带学习的几种因素。然而,本文作者从从其中一个潜在的因素/(阅读任务/)入手来进行研究,这个因素在以前的研究中较为少见。 本研究的主要目的是检验带有不同投入量的阅读任务对二语词汇附带习得效果的影响。研究采用的理论依据是Laufer /& Hulstijn提出的投入量假设理论。三项投入量不同的阅读任务/(阅读和做阅读理解选择题；阅读和填空；阅读和写句子/)在研究中被比较,以发掘它们对词汇习得的有效性。其中提出三个研究问题：1对高中生来说,通过阅读达到词汇附带习得是否可行?2不同投入量的阅读任务是否会影响学生词汇附带习得的有效性?3学生对待词汇附带习得的态度和行为是否会发生一些积极的变化? 本文作者对一所高中高二年级的两个班学生进行调查,这些学生被随机分配给三种不同的学习任务。在完成学习任务之后,他们的答卷马上被收回,然后在他们感到意外的情况下发给他们一张词汇测试卷作为即时测试,其中要求他们写出阅读中出现过的12个目标词汇的汉语翻译和英文解释。两周之后,他们再次完成内容相同的词汇测试卷作为延时测试。另外,他们在正式的词汇测试前后会分别接受一次问卷调查。第一次问卷时间是词汇测试前一周,第二次则是安排在词汇测试全部结束之后进行,目的是观察学生在对待词汇附带学习这种新鲜概念时,他们的态度和观念是否发生了积极的变化。 词汇测试的研究结果显示,学生们可以通过阅读附带习得一定数量的词汇,而具体的数量则随不同的阅读任务而改变。同时,问卷调查的结果表明,学生已经意识到词汇附带习得对整个词汇学习是一种有效而且重要的策略。 通过本文的研究,我们可以得到如下启示：第一,英语教师应该设计出包含不同投入量的多样化练习任务,以期获得最佳的词汇习得效果。第二,教师应该根据自己在词汇教学中侧重的方面来设计自己的阅读任务,因为不同投入量的阅读任务对词汇习得的效果是不尽相同的。第三,教师要继续加强对学生词汇学习策略的指导,是学生拥有有效的词汇学习策略,让他们在学习和运用英语的过程中逐步学会如何学习,为他们的终身学习奠定基础。 The English Curriculum Standards for Senior High Schools has set high requirements for English vocabulary learning. The students are required to learn about 4500 words and expressions after graduation. Both teachers and students feel great pressure in this situation. So the traditional way of teaching and learning vocabulary must be modulated and new methods should be applied to meet the challenge. The author conducted a research which aimed at developing students' ability of incidental vocabulary learning, that is, learn vocabulary while fulfilling other tasks, eg. reading, without intentional study of words. In the past two decades, researches at home and abroad have discussed factors which may affect incidental vocabulary acquisition during L2 reading. However, the author found a potential factor----the reading tasks----has been seldom discussed in the previous studies. Purpose of the present study resides in checking the effect of reading tasks with different involvement load on the incidental vocabulary acquisition, which is based on the Involvement Load Hypothesis for L2 vocabulary learning proposed by Laufer /& Hulstijn /(2001/). In the study, three reading tasks with different involvement loads /(reading and answering comprehension questions; reading and filling in exercises; reading and writing original sentences/) will be compared to explore the effectiveness on the vocabulary acquisition. Three key research questions are raised as follows: 1 Is it possible for Chinese senior high school students to acquire vocabulary accidentally in their reading? 2. Do different reading tasks affect the effectiveness of students' incidental vocabulary acquisition? 3. What kinds of changes will happen to the students' learning attitudes and behaviors? Are there any positive changes on their affections? The author investigated two classes of students of senior two in a high middle school, and the students were randomly assigned to three different reading tasks during class time. Having completed the task, their answer sheets were collected, and unexpectedly the students were given an immediate posttest in which they were required to give Chinese translation or English explanations for a list of twelve target words. They got the same test again two weeks later. On the other hand, they were given a questionnaire survey before and after the empirical test. One questionnaire was given one week before the test while the other questionnaire was given after the completion of the whole empirical test, in order to check what changes have taken place to their attitudes and behaviors towards the incidental vocabulary acquisition. Results of the empirical test indicate that learners were able to acquire a certain number of words incidentally through reading, and the number varied with different reading tasks. Meanwhile, results of the questionnaires show that students have begun to realize the incidental vocabulary acquisition is a very important and useful skill for their vocabulary learning. Implications of these results are presented as follows:Firstly, English teachers should design multiple tasks with different involvement loads to gain optimal vocabulary acquisition in learners. Secondly, teachers should design reading tasks that are various in involvement load for words according to the type of reinforcement they want to give, because tasks with different involvement load will have different influences on word acquisition. Lastly, teachers should continue to give students guidance on strategies for vocabulary learning to make them master effective strategies for vocabulary learning. We should make them know how to learn English step by step in the course of learning and using English and lay the foundation for their lifelong learning.

关 键 词： 词汇附带学习 投入量假设 阅读任务类型

分 类 号： [G633.41]

领　　域： [文化科学]