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论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2013-07-31编辑:lgg点击率:4681
论文字数:38100论文编号:org201307301435204236语种:英语 English地区:中国价格:$ 66
摘要:通过回答这些问题,我们希望它能够改善我们的词汇学习知识保留,我们也希望结果将具有一定的实用价值,可以帮助英语教师采取更有效的任务,以加强词汇学习和设计更适合的阅读任务,以促进词汇学习。
1.2 Purposes and Significance of the Research
This study is to further test the Involvement Load Hypothesis with the fourcomparable groups. So when the variables of vocabulary size and vocabulary learningstrategies are under control, do tasks with high involvement load yield better vocabularyretention in reading activities? At the same time, we will probe whether the sameinvolvement loads in different tasks produce similar learning results when the variables ofvocabulary size and vocabulary learning strategies are under control. Then the subjectsare rearranged respectively according to their vocabulary learning strategies and theirvocabulary size to probe the relationship between learning strategies and vocabularyretention and vocabulary size and retention results. By answering these questions we hopeit can better our knowledge about vocabulary learning retention and we also hope theresults will have some practical values that can help English teachers adopt more effectivetasks to enhance vocabulary learning and design more suitable reading tasks to fostervocabulary learning.
Chapter Two Theoretical Framework
2.1 Incidental and Intentional Learning
The term of incidental and intentional learning are traced back to their roots instimulus-response psychology. Incidental and intentional learning refer, “only to theabsence or presence of an announcement to participants in a psychological experiment asto whether they will be tested after the experimental task” (Dekeyser, 2003). The termincidental learning refers to “learning of vocabulary as by-product of listening andreading activities not explicitly geared to vocabulary learning” (Hulstijn, 2001). It hasbeen defined as “the accidental learning of information without the intention ofremembering that information” (Hollander & Greidanus, 1996). In other words, peopleremember some words unconsciously when reading or listening. On the other hand,intentional learning of vocabulary is a common and traditional method in vocabularylearning. Ellis defines it as the planned method involving the use of task designed to elicitforms which have been chosen ahead by teachers (2001). However, Schmitt (2000) claimsthat intentional learning can be called explicit learning of vocabulary and it pays attentiondirectly on the information to be learned.Hulstijn (2001) concludes, (1) “theoretically, the distinction between incidental andintentional vocabulary learning has become difficult to maintain; (2) methodologically,the distinction is essential for any researcher planning to design a vocabulary learningexperiment; So the distinction between intentional and incidental learning are just madeby the operational features of telling or not telling students that they will be given a testafterwards.”
“Researches on both first and second language development supports the conclusionthat most vocabulary learning happens unconsciously when learners attempt to understandnew words they read or hear in a context”(Paribakht&Wesche,1999). The incidentalvocabulary acquisition occurs when learners pay their attention to understanding 本论文由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。