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论文作者:留学生论文论文属性:硕士毕业论文 thesis登出时间:2022-09-27编辑:vicky点击率:1356
论文字数:44524论文编号:org202209191510035584语种:英语 English地区:中国价格:$ 66
关键词:英语词汇学论文
摘要:本文是一篇英语词汇学论文,本研究旨在通过定量方法探讨不同阅读后活动对高中生附带英语词汇习得的影响。为了实现这一点,研究人员在大量相关研究和理论的基础上进行了实证研究,以调查具体效果。经过10周的教学实验,学生在词汇广度和深度方面都取得了明显的进步。三个研究问题的主要发现被逐一报告。
Chapter 2 Literature Review
2.1 Key concepts
In the light of the research purpose explained above,it is necessary to define somekey concepts in this thesis,such as IVA,vocabulary knowledge and post-reading activities.
2.1.1 Intentional vocabulary learning
To begin with,Ahmadi(2017)proposed that one of the subcategories ofimplicit-explicit dichotomy was incidental and intentional learning.These two perspectivesof learning are contradictory but somehow complementary.
As a traditional teaching approach,it is evident that intentional vocabulary learningrequires students to recite words by rote in a painstaking way.However,this mayinevitably fall into a vicious circle in which learners take great efforts in memorizing wordsbut quickly forget them next time.In terms of definition,Zuo Fangfang and Yan Xiaoqin(2019)explained that incidental learning deemed the learning as a by-product of learningsomething else.On the contrary,intentional learning is the learning that is planned bystudents or teachers.What matters most is their different effectiveness in words gains.
One of the prominent advantages of IVA is mentioned by Kweon and Kim(2008).They both considered that IVA was sometimes advantageous over explicit instructionbecause reading and word learning could happen at the same time.Besides,due to the factthat the contextualized input leads to a richer sense of a word,IVA enables learners toacquire word meanings and collocations that are not easily learned by L2 learners.This isthe main reason why intentional language learning is in a disadvantageous situation.
2.2 Related studies on IVA abroad and at home
In this section,a comprehensive introduction and elaboration of IVA will be madethrough reading,analyzing,refining and collecting the latest research progress,academicopinions and suggestions.
2.2.1 Related studies on IVA abroad
The study of IVA in second language began with the study of first language readingand vocabulary acquisition by some researchers.The leading scholar in this field is Nagy etal.(1985),who proposed the hypothesis of IVA.In the past 30 years,studies on IVA havebeen on the rise.Laufer and Hulstijn(2001)pointed out that IVA referred to the fact thatwhen students performed other tasks(such as reading or communication),their attentionwas not on memorizing the words but they inadvertently acquired the words.Now theforeign scholars’researches on the application of IVA in terms of its affecting factors weresummarized by the author.
To begin with,from the perspective of discourse,Paribakht and Wesche(1999)usedthinking aloud and interviews to get the background knowledge and word meanings of thesubjects.They argued that background knowledge could greatly increase learners’readingcapacity and improve their ability to reasonably infer the meaning of the target words.Among these researches,Denhovska et al.(2016)had more outstanding achievements andexplored the correlation between target word repetition rate and incidental vocabularylearning of learners with different levels.
Chapter 3 Research Design.......................17
3.1 Research questions...........................17
3.2 Research subjects..............................17
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