不同词汇注释和凸显方式对高中生英语词汇附带习得的影响 [2]
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-06-15编辑:lgg点击率:7806
论文字数:38547论文编号:org201706132130475038语种:英语 English地区:中国价格:$ 66
关键词:英语词汇学论文凸显注释语言词汇保持
摘要:本文是英语词汇学论文,本文的目的是要验证是否拼写输入强化连同注释可以促进IVA和这样更多的话可以获得更快和更有效。希望它能在测试领域的未来研究提供了新的证据。
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thesis is to verify whether typographical input enhancement together with glossing could facilitate IVA and in which way more words can be acquired quicker and more efficient. Hoping it could provide new evidence to the future investigation in the field of IVA. Since Nagy, Herman and Anderson put forward the term of incidental vocabulary acquisition in 1985, lots of researches have been conducted to find a better way to acquire vocabulary at home and abroad. Researchers have examined several factors may influence IVA in reading including the difficulty of context, the purpose of reading, reading strategies, reading tasks, glossing, using the dictionary, frequency of unknown words and reader factors, such as students’ guessing ability, vocabulary size and background knowledge of the context. However, seldom research is done on the combination of glossing with typographical input enhancement, which evokes the author’s interest. In addition, the study will give a
Reference for selecting English reading materials for English teachers and learners. Teachers can choose reading materials with different language glosses and typographical input enhancement given for their students and adjust their teaching style or method for the
assignment in class. Also a scientific principle will be given for extracurricular English material editors. They can obtain a guide on glossing and textual enhancement in compiling English textbooks and extracurricular reading materials, which would draw students’ attention and thus facilitate their IVA.
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Chapter Two Literature Review
2.1 Review of Incidental Vocabulary Acquisition
It is generally accepted that Incidental vocabulary acquisition (IVA) takes place in second language among researchers. For second language learners, most of their vocabulary is predominately acquired incidentally except for the first few thousand common words as precondition for them to acquire more. Hulstijn (2001:266) claimed that 'most vocabulary items are acquired ‘incidentally’, that is as a by-product of the learner being engaged in a listening, reading, speaking or writing activity.' So, what is IVA? There is no universal definition of IVA. Since Nagy, Herman & Anderson (1985) put forward the concept of IVA, which was interpreted and explained differently. Schmidt (1994) defined IVA as the opposite of intentional learning.  
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