多模态输入模式下的高中生英语词汇附带习得研究
发布时间：2021-04-27 20:48
在英语词汇附带习得研究领域中,较多的研究对比了不同输入模态对词汇附带习得的影响,证实了多模态输入更能够促进词汇附带习得效果,但大多数研究都以大学生为研究对象,较少涉及高中生的词汇附带习得研究。此外,多模态输入对高中生词汇附带习得具体有什么影响以及如何在高中英语课堂应用多模态输入提高学生词汇附带习得等问题,还需要进一步探讨。由此,本文主要以投入量假说、多模态话语分析理论以及输入假说为理论基础,基于高中学生英语词汇学习现状,对比分析了多模态输入方式下与单模态输入方式下的高中生英语词汇附带习得效果,初步探索了多模态输入在高中课堂中的实现手段与实施模式,主要回答了以下三个问题:1、多模态输入是否能促进高中生的词汇附带习得?2、多模态输入对高中生的词汇附带习得有什么影响?3、如何在高中英语课堂中应用多模态输入提高学生的词汇附带习得?本文采用实验的方法,通过对比实验班和控制班的方式,以调查问卷、词汇量测试、目标词汇及时测和延时测为研究工具,对成都市龙泉一中高二年级2个平行水平班100个学生进行了研究。实验班为文本-音频-视频协同的多模态输入,控制班为单模态的阅读文本输入。实验中,两个班的学生需完成...
【文章来源】：四川师范大学四川省
【文章页数】：100 页
【学位级别】：硕士
【文章目录】：
摘要
ABSTRACT
Chapter one Introduction
1.1 Background of the Research
1.2 Purpose and Significance of the Research
1.2.1 The Purpose of the Research
1.2.2 The Significance of the Research
1.3 Structure of the Thesis
Chapter Two Literature Review
2.1 Relevant Definitions
2.1.1 Incidental Vocabulary Acquisition
2.1.2 Multimodality
2.1.3 Multimodal Input
2.2 Theoretical Foundations
2.2.1 Involvement Load Hypothesis
2.2.2 Multimodal Discourse Analysis Theory
2.2.3 Input Hypothesis
2.3 Previous Study
2.3.1 Previous Studies on Multimodal Input
2.3.2 Previous Studies on IVA
Chapter Three Methodology
3.1 Research Questions
3.2 Research Participants
3.3 Research Instruments
3.3.1 Questionnaire
3.3.2 Vocabulary Size Test
3.3.3 Vocabulary Knowledge Scale Test
3.4 Research Procedure
3.4.1 The Preparatory Work before the Experiment
3.4.2 The Implementation of the Experiment
3.5 Data Collection and Data Analysis
Chapter Four Results and Discussion
4.1 Results
4.1.1 Results of the Questionnaire
4.1.2 Results of the Immediate Test
4.1.3 Results of the Delayed Test
4.1.4 Comparison Results of the Immediate Test and the Delayed Test
4.2 Discussion on the Questionnaire and Research Questions
4.2.1 Discussion on the Questionnaire
4.2.2 Discussion on the First Research Question
4.2.3 Discussion on the Second Research Question
4.2.4 Discussion the Third Research Question
Chapter Five Conclusion
5.1 Major Findings
5.2 Pedagogical Implications
5.3 Limitations
5.4 Suggestions for Further Research
Bibliography
Appendix I Questionnaire
AppendixⅡ Vocabulary Size Test
AppendixⅢ Immediate Test
AppendixⅣ Delayed Test
AppendixⅤ Reading Passage
Acknowledgement
本文编号：3164133
【文章来源】：四川师范大学四川省
【文章页数】：100 页
【学位级别】：硕士
【文章目录】：
摘要
ABSTRACT
Chapter one Introduction
1.1 Background of the Research
1.2 Purpose and Significance of the Research
1.2.1 The Purpose of the Research
1.2.2 The Significance of the Research
1.3 Structure of the Thesis
Chapter Two Literature Review
2.1 Relevant Definitions
2.1.1 Incidental Vocabulary Acquisition
2.1.2 Multimodality
2.1.3 Multimodal Input
2.2 Theoretical Foundations
2.2.1 Involvement Load Hypothesis
2.2.2 Multimodal Discourse Analysis Theory
2.2.3 Input Hypothesis
2.3 Previous Study
2.3.1 Previous Studies on Multimodal Input
2.3.2 Previous Studies on IVA
Chapter Three Methodology
3.1 Research Questions
3.2 Research Participants
3.3 Research Instruments
3.3.1 Questionnaire
3.3.2 Vocabulary Size Test
3.3.3 Vocabulary Knowledge Scale Test
3.4 Research Procedure
3.4.1 The Preparatory Work before the Experiment
3.4.2 The Implementation of the Experiment
3.5 Data Collection and Data Analysis
Chapter Four Results and Discussion
4.1 Results
4.1.1 Results of the Questionnaire
4.1.2 Results of the Immediate Test
4.1.3 Results of the Delayed Test
4.1.4 Comparison Results of the Immediate Test and the Delayed Test
4.2 Discussion on the Questionnaire and Research Questions
4.2.1 Discussion on the Questionnaire
4.2.2 Discussion on the First Research Question
4.2.3 Discussion on the Second Research Question
4.2.4 Discussion the Third Research Question
Chapter Five Conclusion
5.1 Major Findings
5.2 Pedagogical Implications
5.3 Limitations
5.4 Suggestions for Further Research
Bibliography
Appendix I Questionnaire
AppendixⅡ Vocabulary Size Test
AppendixⅢ Immediate Test
AppendixⅣ Delayed Test
AppendixⅤ Reading Passage
Acknowledgement
本文编号：3164133
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