成人英语学习者显性和隐性词汇教学效果的对比研究及其教学启示——以西北师范大学2009级英语专业成教生为例

摘要

为了提高英语的学习效率,越来越多的研究者都将目光集中到了英语学习的基础—词汇上。在词汇教学方法上,一直以来就有两种代表性的观点:显性词汇教学法和隐性词汇教学法。
　　本文作者通过对以往词汇教学的研究发现,过去的研究主要以中学生和在校大学生作为试验对象,对成人英语学习者却关注甚少。然而,随着英语的广泛普及,越来越多的成人加入到了学习英语的行列中来。鉴于成人英语学习者具有不同于普通大学生的性格特点,知识背景及学习动机等,所以对成人英语学习方面的研究势在必行。
　　本研究旨在发现成人英语学习者在显性与隐性两种不同的词汇教学方法下的学习效果,以期为普通大学生和成人英语学习者之间的词汇教学架起一座桥梁。
　　本研究以 Craik&Lockhart(1972)提出的信息加工深度理论, Krashen(1985)的输入理论和习得-学习理论作为理论基础,进行了长达2个月的实验并采用了测试来验证成人学习者在不同的词汇教学法下的学习效果。本实验的参与对象是来自西北师范大学继续教育学院英语专业2009级的102名新生,他们根据入学成绩被分为两个平行班,对一班52名学生采用显性词汇教学法,二班50名学生采用隐性词汇教学法。在试验工具方面,采用了试验前测试,试验后测试及问卷调查等方式。
　　通过对数据收集和整理,并用SPSS13.0进行分析后,本研究得出以下结论:1.一班的学生无论在目标词汇学习的数量上还是深度上都明显高于二班,证明了对成人英语学习者而言,显性词汇教学法比起隐性词汇教学法更有效。2.通过对问卷的分析得出,在采用显性和隐性词汇教学时,成人英语学习者更加倾向于显性词汇教学法,然而,他们更加希望显性词汇教学法与隐性词汇教学法在今后的教学中能够有效地结合起来。
　　笔者期望本研究能为大学成人英语教学的老师提供帮助,并希望这两种词汇教学方法能广泛地应用于英语教学实践中,以提高教学效果。本研究作为对成人英语学习者显性词汇教学和隐性词汇教学效果对比的初步探索,仍然有许多不足之处,在研究的结束部分,为进一步的研究提供了建议。

目录

封面

目录

声明

英文摘要

中文摘要

List of Figures and Tables

List of Abbreviation

Chapter1 Introduction

1.1 Importance of vocabulary learning and teaching

1.2 Significance and purpose of the present study

1.3 Main characteristics of adult English learner

1.4 Organization of the thesis This paper is organized into six chapters:

Chapter2 Literature Review

2.2 Major studies on vocabulary teaching strategies abroad and at home

2.3 Explicit and implicit vocabulary learning and teaching strategies abroad and at home

2.4 Main studies on adult learners’ English learning and teaching

2.5 Summary

Chapter3 Theoretical Background of the Study

3.1 Depth of Processing Hypothesis \(DOPH\)

3.2 Krashen’s Input Hypothesis Model of L2 learning

3.3 Krashen’s Acquisition-Learning Hypothesis

3.4 Three main vocabulary teaching strategies

3.5 The distinction between explicit and implicit vocabulary teaching Explicit vocabulary teaching a. What is explicit teaching?

3.6 The relationship between the three theories and the present study

Chapter4 Research Design

4.1 Research questions

4.2 Participants The background of the participants was presented in the following table:Table4.1 Background of the participants

4.3 Materials

4.4 Instruments

4.5 Research procedures

4.6 Data collection The Statistical Package for Social Science \(SPSS 13.0\) was used to analyze the data.

Chapter5 Results and Discussion

5.1 Results and findings of pretest

5.2 Results and findings of posttest1 \(the immediate test\)

5.3 Results and findings of posttest2 \(the delayed test\)

5.4 Results of breadth of target vocabulary knowledge

5.5 Results of depth of target vocabulary knowledge Depth of knowledge focuses on the idea that for useful higher-frequency words learners need to have

5.6 Results of questionnaires

5.7 Summary

Chapter6 Conclusion

6.1Findings of the study

6.2 Implications for adult students’ vocabulary teaching

6.3 Limitations of the study The research itself has some limitations as follows.

参考文献

AppendixⅠ

AppendixⅡ

AppendixⅣ

致谢