初中生认知风格对词汇附带习得的效果研究 ————基于英语读后输出任务
发布时间：2023-02-25 19:16
在二语习得领域词汇的学习方式有两种:一种是刻意词汇学习,另一种是词汇附带习得。与刻意词汇学习相比,词汇附带习得是指学习者在完成学习任务的过程中附带地习得词汇,并非专门地对词汇进行学习。作为语言学习的“副产品”,词汇附带习得在提高学习者语言能力的同时也促进了学习者对词汇的习得。这种事半功倍的教学方法被广泛地应用于英语教学中。鉴于阅读是实现词汇附带习得的有效载体,读后输出则是阅读活动不可缺少的环节,教师在英语阅读教学中设置不同的读后输出任务,可以有效促进词汇附带习得。同时,口头输出与书面输出作为输出任务的两种形式,会在不同程度上对词汇附带习得产生积极影响。此外,学生是教学的主体,其认知风格的差异对教学效果的影响必须予以考虑。初中生已经形成了特定的场独立/场依存型认知风格。其中,场独立和场依存学习者由于其信息加工方式的不同导致他们在学习任务的选择和学习效果上产生个体差异性。在此背景下,研究不同认知风格的初中生在英语读后输出任务中词汇附带习得的效果,对差异化词汇教学有一定的指导意义。本文基于输出假说、认知风格理论和投入量假说,将词汇附带习得的内部影响因素(认知风格)和外部影响因素(输出任务)结...
【文章页数】：84 页
【学位级别】：硕士
【文章目录】：
摘要
ABSTRACT
Chapter One:Introduction
1.1 Research Background
1.2 Research Purpose
1.3 Research Significance
1.4 Structure of the Thesis
Chapter Two:Literature Review
2.1 Incidental Vocabulary Acquisition(IVA)
2.1.1 Definitions of IVA
2.1.2 Research on Reading and IVAAbroad
2.1.3 Research on Reading and IVA at Home
2.2 Output and Output Task
2.2.1 Research on Output Task and IVAAbroad
2.2.2 Research on Output Task and IVA at Home
2.3 Field-dependent and field-independent cognitive styles
2.3.1 Definitions of FI and FD
2.3.2 Characteristics of FI and FD
2.3.3 Research on FI and FD in SLAAbroad
2.3.4 Research on FI and FD in SLA at Home
Chapter Three:Theoretical Framework
3.1 Output Hypothesis
3.2 The Cognitive Style Theory
3.3 Involvement Load Hypothesis
Chapter Four:Research Methodology
4.1 Research Questions
4.2 Research Subjects
4.3 Research Instruments
4.3.1 Group Embedded Figures Test(GEFT)
4.3.2 Vocabulary Knowledge Scale(VKS)
4.3.3 Reading Material and Target Words
4.4 Procedures of the Experiment
4.5 Data Analysis
Chapter Five:Results and Discussion
5.1 Correlation between FI/FD and IVA
5.2 Comparison of FI and FD on IVA
5.3 Comparison of Written Output and Oral Output on IVA
Chapter Six:Conclusion
6.1 Major Findings
6.2 Pedagogical Implications
6.3 Limitations and Suggestions
REFERENCES
APPENDIX Ⅰ Group Embedded Figures Test
APPENDIX Ⅱ Vocabulary Knowledge Scale
APPENDIX Ⅲ Reading Material
APPENDIX Ⅳ The Test of Written Output
TABLES
PUBLISHED PAPERS
ACKNOWLEDGEMENTS
本文编号：3749039
【文章页数】：84 页
【学位级别】：硕士
【文章目录】：
摘要
ABSTRACT
Chapter One:Introduction
1.1 Research Background
1.2 Research Purpose
1.3 Research Significance
1.4 Structure of the Thesis
Chapter Two:Literature Review
2.1 Incidental Vocabulary Acquisition(IVA)
2.1.1 Definitions of IVA
2.1.2 Research on Reading and IVAAbroad
2.1.3 Research on Reading and IVA at Home
2.2 Output and Output Task
2.2.1 Research on Output Task and IVAAbroad
2.2.2 Research on Output Task and IVA at Home
2.3 Field-dependent and field-independent cognitive styles
2.3.1 Definitions of FI and FD
2.3.2 Characteristics of FI and FD
2.3.3 Research on FI and FD in SLAAbroad
2.3.4 Research on FI and FD in SLA at Home
Chapter Three:Theoretical Framework
3.1 Output Hypothesis
3.2 The Cognitive Style Theory
3.3 Involvement Load Hypothesis
Chapter Four:Research Methodology
4.1 Research Questions
4.2 Research Subjects
4.3 Research Instruments
4.3.1 Group Embedded Figures Test(GEFT)
4.3.2 Vocabulary Knowledge Scale(VKS)
4.3.3 Reading Material and Target Words
4.4 Procedures of the Experiment
4.5 Data Analysis
Chapter Five:Results and Discussion
5.1 Correlation between FI/FD and IVA
5.2 Comparison of FI and FD on IVA
5.3 Comparison of Written Output and Oral Output on IVA
Chapter Six:Conclusion
6.1 Major Findings
6.2 Pedagogical Implications
6.3 Limitations and Suggestions
REFERENCES
APPENDIX Ⅰ Group Embedded Figures Test
APPENDIX Ⅱ Vocabulary Knowledge Scale
APPENDIX Ⅲ Reading Material
APPENDIX Ⅳ The Test of Written Output
TABLES
PUBLISHED PAPERS
ACKNOWLEDGEMENTS
本文编号：3749039
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