话题熟悉度和输入方式对大学生词汇附带习得的影响 [4]
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2016-07-29编辑:lgg点击率:4677
论文字数:37264论文编号:org201607271656358991语种:英语 English地区:中国价格:$ 66
关键词:英语毕业论文话题熟悉度输入方式长期记忆
摘要:本文是英语毕业论文,笔者认为研究进一步实践了词汇附带习得理论,并且对外语词汇教学也有重要启示。在今后的教学中,教师应该更加注意选择合适的材料,通过有效地输入方式促进学习者的词汇附带习得。
udents’ incidental vocabulary acquisition and retention in thisexperiment. This chapter aims at making conclusions, give pedagogical implications for future research andforeign language teaching and find out limitations of this experiment on this study.In order to investigate college students’ incidental vocabulary acquisition, the paper, based uponprevious studies, examined the effect of topic familiarity and input methods on incidental vocabularyacquisition and retention.It concluded that college students are able to acquire new words through reading, listening andreading-while-listening incidentally. And topic familiarity had different effects on incidental vocabularyacquisition through different input methods in the two post-tests. It is proved that college students canacquire more unknown words from the more familiar passage than the less familiar passage. Collegestudents can remember more words in the immediate test than that in the delayed test. As for the effect oftopic familiarity and input methods, the effects in the immediate test were different from that in the delayedtest. Topic familiarity had a significant effect on vocabulary acquisition and retention through reading andlistening whereas it had no significant influence through reading-while-listening. The findings are similar tothose found in some previous findings (Ellis, 2001; Pulido, 2003, 2007; Zhang, 2007). It was found thatcollege students can recall the most words through reading, then listening and finally throughreading-while-listening from the less familiar passage in the immediate test. But from the more familiarpassage, they can recall the most words through listening, then through reading, and finally throughreading-while-listening in the immediate test. Input methods as another significant factor which was used toinvestigate college students’ incidental vocabulary acquisition in this study, have also been proved toinfluence their vocabulary learning greatly. However, participants’ memory of new words decreasedgradually over time especially those through listening from the more familiar passage in the immediate test.But from the less familiar passage, the number of new words they can recall through reading and listeningwas so close to each other.
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The reference (omitted)
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