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英语专业词汇教学影响因素研究

论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2014-08-13编辑:lgg点击率:5336

论文字数:36100论文编号:org201408121107003404语种:英语 English地区:中国价格:$ 66

关键词:Vocabulary Learning附带习得输入增显任务投入量英语词汇

摘要:本文是英语词汇学论文,The present study aims to inspect enhancement input, task load involvement and theirinfluences on incidental vocabulary acquisition. A proper experiment is designed for testingand evaluation, so as to achieve these objectives.

1 Introduction


1.1 Research Background
As it is acknowledged, vocabulary acquisition plays a key role in second languageacquisition. Abundant vocabulary makes us express ourselves fully and meaningful. Somastering effective and corrective words promises us to communicate smoothly, which hasbeen the hot topic to the researchers.So how to master and memorize words effectively in the English teaching has been theresearched and explored topic. For many years, learners and scholars have been paying moreattention to the explicit teaching, discovering explicit and intentional learning influencesvocabulary acquisition effectively (Fan Hua 2008). Recently, more and more scholars havebegun to focus on the effect of incidental vocabulary acquisition (IVA), discovering IVA playsan positive part in the building of words (Gai Shuhua 2003; Pulido 2007). Being theby-product of language learning, IVA doesn’t require learner’s to memorize every wordintentionally; however, it does occupy a key proportion of the vocabulary growth, so many ofthe present study focus on IVA through reading. According to the structure of the theory toacquire language put forward by Gass (1988), the course of acquiring language could beclassified into four parts: ①apperceived input ; ②comprehended input; ③intake; ④integration. What’s more, they categoty the practice to enhance vocabulary into five (the levelof processing vocabulary from low to high): ①Selective Attention; ②Recognition;③Manipulation; ④Innterpretation; ⑤Production. And then, Laufer and Hulstijn (2001)proposed “Involvement load Hypothesis”, that is tasks with different involvement load willlead to different incidental vocabulary acquisition. In Laufer and Hulstijn’s construct ofinvolvement, involvement is handled by designed tasks with need, search and evaluation.Involvement Load combines the presence or absence of one of the three elements. Teacherswho want to design teaching tasks could apply one, two or all of the three elements, whichmeans different involvement load leads to different tasks.
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1.2 Objectives and significance
The present study aims to inspect enhancement input, task load involvement and theirinfluences on incidental vocabulary acquisition. A proper experiment is designed for testingand evaluation, so as to achieve these objectives.In the paper, many related theories concerning vocabulary acquisition, such as Nation’sword knowledge framework, Richard’s word knowledge types, Krashen’s Input Hypothesis,Schmidt’s Noticing Hypothesis and Laufer & Hulstijn’s Involvement Load Hypothesis, andthe ralated research on them will be introduced. Based on these theories, the relationshipbetween enhanced input, task load involvement and incidental vocabulary acquisition will befurther dealt with.Most people agree that reading is one of the best ways to acquire vocabulary. However,eyeless reading only reacts in the acquisition of vocabulary. As is known, the learning ofvocabulary involves in many factors, such as the reader’s interest, the understanding of thetext and the guessing-ability of the new words and so on.
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2 Literature review


2.1 Theoretical Framework
To study the incidental vocabulary acquisition with the two elements: inputenhancement and task load involvement, it i论文英语论文网提供整理,提供论文代写英语论文代写代写论文代写英语论文代写留学生论文代写英文论文留学生论文代写相关核心关键词搜索。

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