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阅读强化与窄式阅读对提高非英语专业学习者词汇习得的比较研究

论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-07-07编辑:lgg点击率:5837

论文字数:38469论文编号:org201707032118566475语种:英语 English地区:中国价格:$ 66

关键词:英语词汇学论文阅读强化法窄式阅读法词汇习得

摘要:本文是英语词汇学论文,本文在前人研究的基础上,笔者试图改变inputmanner使窄式阅读与阅读加增强之间的比较,为在外语语境中词汇的习得的实证支持。

Chapter 1 Introduction

1.1 Background of the Research
Vocabulary acquisition plays an fundamental and decisive role in the processing of learning aforeign language. Without vocabulary, the other language learning activities, such as listening, speaking,reading, writing and translation are meaningless or even can not even exist independently. D.A.Wilkins(1992) advocates the important role of vocabulary in foreign language teaching, “While without grammarvery little can be conveyed, without vocabulary nothing can be conveyed” (D.A.Wilkins, 1992). Generallyspeaking, lacking of vocabulary will be regarded as the main difficulty in the learning process. What’smore, learners will feel confused when they meet some learning materials. The totally number ofvocabulary learners acquired has a directly and deeply effects on their writing and listen ability (ShuDingfang & Zhuang Zhixiang, 1996). For the non-English majors in university, students should master4,500 words for passing College English Test Band 4 (CET-4); While, 6,000 words for CET-6. So thevocabulary is an essential factor in learning English.The volume of related vocabulary knowledge stored in the learners’ mind was usually put in the firstplace in ESL/EFL (English as a second language / English as a foreign language) (Laufer, 1997). Lots ofresearches had been conducted to search for ways to effectively enhance students’ acquisition and retentionof new vocabulary knowledge. Meanwhile, a number of teaching approaches of vocabulary have beentried to apply in the practical teaching activities. Such as, glosses (Hulstijin, 1992; Watanabe, 1997),mnemonic devices (Beaton, Gruneberg, & Ellis, 1995), morphological and syntactic analysis (Bauer &Nation, 1993; Nation, 1994). However, only by directly instruction in the classroom, could learners acquirelimited vocabulary, thus, it is very necessary to cultivate students to become independent learners throughreading or other learning activities (Brown, 2000). The premise of this study is based language input, byproviding meaningful and contextual reading materials or by supplying some enhancement activities afterreading, and readers can learn lots of language knowledge incidentally or intentionally, mainly reflectingon the words.
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1.2 Purpose of the Research
Given the previous discussion on Paribakht and Wesche’s (1997) experimental design, the researcherwished to find out the impact of reading combined with vocabulary-focused activities on non-Englishmajors’ vocabulary acquisition and long-term retention in an instructional context. Meanwhile, anothergroup engaged in narrow reading (reading supplemental texts on the same theme). Studies on reading plusor narrow reading in vocabulary acquisition were can be seen from the previous researches, yet a contrastbetween the relative effectiveness of each treatment in one study is scarce. The purpose of this study is to make a comparative study on the vocabulary acquisition by the application of reading plus (reading firstand some vocabulary exercise are followed) and narrow reading (reading some similar or the same stylearticles). Furthermore, the researcher wants to find out whether the students in Northwest NormalUniversity will make an obvious improvement by these two reading methods. If yes, which aspect of thevocabulary, form, meaning or meaning recognition will show the difference?
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