24212.閱讀任務(wù)對(duì)詞匯附帶習(xí)得的影響——一項(xiàng)基于“投入量假設(shè)”的實(shí)證研究

1、fIIIIIIJllHIrlllllllflllHllr[HlllfY3259111學(xué)校代碼：l0270學(xué)號(hào)r142200306土哆腳范大墨碩士學(xué)位論文詞讀任務(wù)對(duì)詞匯附帶習(xí)得的影響項(xiàng)基于“投入量假設(shè)”的實(shí)證研究學(xué)院：2l!國(guó)亟堂陵專業(yè)：堡猩與麴蘭逭研究方向：墓蚤麴堂研究生姓名：筮塑旦指導(dǎo)教師：塞羞壬完成日期：2Q!!生縣蘭壘竺堂堂型旦竺蘭!型呈!∑呈堡業(yè)堅(jiān)堡壁竺竺!里璺竺坐!竺璺IIIIIllllllllllllllAbstractAb

2、stract0IIIIIIIlY3259111Theresearchesonvocabularystudyhavebeenhighlightedbymanyexpertsagainsince1970’SAndmoreandmorescholarsandteachershaveputtheachievementsofthevocabularystudyintothepracticeoftheirdailyteachingParticula

3、rly，incidentalvocabularyacquisition(IrA)hasbeenpaidmoreattention，IVAmeansthatlearnersacquirevocabularyknowledgethroughtheprocessoflisteningandreadingⅥmiletheyarelisteningtoorreadingsomeforeignlanguagematerials，theleamers

4、attachmoreimportancetothecontentsinsteadofthevocabularyitselfonlyAndincidentalvocabularylearningisthebyproductoflearners’readingandlisteningThemostnotedtheoryonincidentalvocabularyacquisitionistheInvolvementLoadHypothesi

5、sproposedbyLauferandJHHulstijnin2001Accordingtotheirhypothesis，therearethreeelementscontainedinawholeprocessoflearners‘readingTheyareneed，searchandevaluationDifferentreadingtaskshavedifferentinvolvementloads，whichleadsto

6、afactthatdifferentinvolvementloadshaveobviouslydifferenteffectsontheefficiencyoflearners‘vocabularyacquisitionandretentionSofarmostofthestudiesonincidentalvocabularyacquisitioninChinahavepaidmoreattentiontoEnglishmajorso

7、rnonmajorsinuniversitiesandcollegesFewstudieshavebeenexecutedinseniorhighschoolsinChinaBasedontheInvolvementLoadHypothesisproposedbyLauferandJ。HHulstijnin2001，t11epresentstudycarriedonanempiricalstudyinaChineseseniorhigh

8、schoolwiththeaimtofindtheanswerstothefollowingquestions：1Dothedifferentreadingtaskswithdifferentinvolvementloadshavedifferentinfluencesonstudents’incidentalvocabularyacquisitionIftheydo，dothereadingtaskswithhighinvolveme

9、ntloadshavemoreefficientinfluenceonstudents’incidentalvocabularyacquisition2。Dothereadingtaskswithhighinvolvementloadshavemoreefficientinfluenceonstudents’incidentalvocabularyretentionAretheresultsinaccordwithInvolvement