大学英语阅读和写作过程中的词汇附带习得

摘要

近年来国内外有关词汇附带习得的研究异军突起，硕果累累。作为主要的语言输入方式，阅读一直被认为是词汇附带习得最有效的途径。那么，作为二语学习者主要的语言输出方式，写作是否也能促进二语词汇附带习得呢?本文总结前人研究的基础设计对比实验，探讨阅读和写作两种不同的学习过程，以及学习者二语学习水平对词汇附带习得的影响。通过对实验结果进行数据分析，并用输入、输出假设，信息加工理论解释数据分析的结果，回答了本文的研究问题，即：1)我国英语学习者在阅读和写作过程中能够附带习得二语词汇；2)较之阅读过程，写作过程能更有效的促进学习者附带习得二语词汇；3)学习者的二语学习水平影响了词汇附带习得的效果；4)不同的学习过程和学习者的二语学习水平对二语词汇附带习得具有显著的交叉影响。希望本文能为写作领域的二语词汇附带习得理论研究以及英语词汇教学实践带来启示。

目录

文摘

英文文摘

声明

Chapter One Introduction

1.1 Background of the Study

1.2 Definition of Incidental Vocabulary Acquisition

1.2.1 Acquisition VS.Learning

1.2.2 Vocabulary VS.Word

1.2.3 Incidental Learning and Intentional Learning VS Implicit Learning and Explicit Learning

1.2.4 Incidental Vocabulary Learning VS Intentional Vocabulary Learning

1.2.5 Summary of This Section

1.3 Significance of the Study

Chapter Two Literature Review

2.1 Research on Second Language Vocabulary Acquisition

2.1.1 Breadth and Depth of Vocabulary Knowledge

2.1.2 Receptive and Productive of Vocabulary Knowledge

2.2 Research on Incidental Vocabulary Acquisition

2.2.1 Research on Incidental Vocabulary Acquisition in Field of Writing

2.2.2 Research on Incidental Vocabulary Acquisition in Field of Reading

2.3 Research against Incidental Vocabulary Acquisition

2.4 Summary of This Chapter and Justification for the Present Study

2.4.1 Factors to Bc Controlled of This Study

2.4.2 Factors to Be in Investigated of This Study

2.4.3 Specific Research Questions of This Study

Chapter Three Theoretical Framework

3.1 Input and Output Hypothesis

3.1.1 Input Hypothesis

3.1.2 Output Hypothesis

3.2 A Cognitive View of Incidental Vocabulary Acquisition：Information Processing

3.2.1 Information Processing Model

3.2.2 Level of Processing：Involvement Load Hypothesis

3.3 Research Hypotheses of the Present Study

Chapter Four Research Method

4.1 Layout of the Experiment

4.2 Subjects

4.3 Instruments

4.3.1 Reading Material

4.3.2 Target Words

4.3.3 Annotation

4.3.4 Worksheet for Writing Task

4.3.5 Vocabulary Test Paper and Scoring

4.4 Time Limit

4.5 Procedures

4.5.1 The First Pilot Study

4.5.2 The Second Pilot Study

4.5.3 Main Study

4.6 Data Collection

4.7 Statistic Tools of Data

Chapter Five Results and Discussion

5.1 The Possibility of Incidental Vocabulary Acquisition through Reading and Writing

5.1.1 Results of Immediate Vocabulary Test of Each Group.

5.1.2 Results of Delayed Vocabulary Test of Each Group

5.1.3 Comparison between Immediate Vocabulary Test and Delayed Vocabulary Test of Each Group

5.1.4 Discussion：the Possibility of Incidental Vocabulary Acquisition through Reading and Writing

5.2 Impact of Different Learning Process on Incidental Vocabulary Acquisition

5.2.1 Results of the Subjects in Higher Level Group

5.2.2 Results of the Subjects in Lower Level Group

5.2.3 Discussion on the Impact of Task Difference

5.3 The Impact of Different Language Proficiency on Incidental Vocabulary Acquisition

5.3.1 Results of the Subjects in Reading Groups

5.3.2 Results of the Subjects in Writing Group

5.3.3 Discussion on the Impact of Language Proficiency

5.4 The Interactive Impact of Different Learning Process and Different Language Proficiency on Incidental Vocabulary Acquisition

5.5 Answers to the Four Research Questions

Chapter 6 Conclusion

6.1 Main Findings

6.2 Implication

6.3 Limitation and Recommendation

BIBLIOGRAPHY

ACKNOWLEDGEMENTS

APPENDIX

在学期间发表的学术论文和参加科研情况