Dissertation > Excellent graduate degree dissertation topics show

The Effects of Three Instructions on Chinese College Students’ Incidental Acquisition of Second Language Vocabulary

Author: WangZuoZuo
Tutor: LuYuZuo
School: Lanzhou University
Course: Foreign Linguistics and Applied Linguistics
Keywords: Second Language Vocabulary Acquisition method Comparative analysis Translation
CLC: H319
Type: Master's thesis
Year: 2011
Downloads: 378
Quote: 0
Read: Download Dissertation

Abstract

The vocabulary is an important part of the language, have played an important role in the mother tongue and second language learning, linguists continue to research and explore effective Second Language Vocabulary Acquisition want to be able to help second language successful learners and effective acquisition of second language vocabulary. In recent years, some linguists second language acquisition put forward some new ideas and suggestions, they think the heavy form of pedagogy originated in second language grammar teaching, but also can be applied to second language vocabulary teaching and learning, this teaching method will be the second language learners' vocabulary acquisition play a positive role in promoting. At the same time, based on the empirical study of the idea and suggested also have started in some of the early studies, most researchers focus of investigation on a specific means of teaching second language vocabulary acquisition effect, for example, use of the dictionary, the use of annotations and word meaning negotiation results of these studies show that the heavy form of pedagogy in teaching vocabulary can greatly promote vocabulary acquisition of the second language learners. However, most of these studies are the independence of the research, there is no comparison to meaning-centered pedagogy, comparative empirical research, so they are only for the heavy form of pedagogy in second language acquisition provides indirect evidence. Later, researchers realized that their meaning centered pedagogy and heavy form of pedagogy that came in second language vocabulary acquisition effect carried out a comparative study, and will also include a comparative analysis of the translation task The introduction of this study to examine the effect of these three methods in second language acquisition. The results of this study show that the heavy form of pedagogy into the comparative analysis that came in second language vocabulary acquisition effect is superior to the other two lexical acquisition method is one of the most effective second language incidental vocabulary acquisition method. Although the results of this study for the heavy form of pedagogy, second language vocabulary the incidental acquisition results provide direct evidence, but because of the subject of language restrictions, making the results of the study also has some limitations. The study words in other languages, and second language learners who are able to get to the same conclusion, pending further research. The subjects in this study is based on the Chinese-speaking second language learners, on this basis, the authors further investigated Vocabulary Acquisition method contains three different task types second language vocabulary comes with non-English majors in China Acquisition results in terms of effect on the three vocabulary acquisition method for further research and verification. The study, a total of two research questions: (1) three lexical acquisition methods came in second language vocabulary of Chinese college students on whether there are significant differences in the acquisition effect; if there is this difference in the target words after a delay measured in whether it is still significant? (2) into the vocabulary acquisition method of comparative analysis and translation tasks if you want better than the other two methods in Chinese college students in Second Language Vocabulary Acquisition effect? ??solve the above problem, this paper from both sides of theoretical and empirical research and analysis. The theoretical aspects involved in attention to the hypothesis, the output hypothesis theory of deep processing task in volume hypothesis and the theory of comparative analysis. In this paper, the above theory is based on the the three vocabulary acquisition method contains a different type of task in second language acquisition effect analysis and argument. Empirical side, select 172 from non-English majors of Lanzhou University of Chinese as a language learner as subjects. The two classes of three parallel from Lanzhou University, with intermediate English level. The study design is incidental vocabulary acquisition, the subjects did not know that will participate in the experiment after two vocabulary test. Before the beginning of the experiment, the subjects to participate in the two pre-test; each class in the main part of the experiment, a lexical acquisition methods and tasks relative to this method; After the task is completed, the subjects took immediate target vocabulary quiz; measured the week after the end of the real-time tests, subjects participated in the delay of the target vocabulary. After the end of the experiment by two target vocabulary test data analysis and statistical processing can be obtained further findings. Experimental results show that: (1) three different vocabulary acquisition method incidental second language vocabulary of Chinese college students learned that there are significant differences in the effects and post-test this difference in delay is still significant. (2) integration into the the vocabulary acquisition method of comparative analysis and translation tasks in the Chinese Students' Second Language Vocabulary Acquisition effect to be significantly better than the other two vocabulary acquisition method. The significance of this study is to confirm the vocabulary acquisition methods into the comparative analysis and translation tasks in the Chinese Students' Second Language Vocabulary Acquisition effect to be significantly better than the other two vocabulary acquisition method, previous experimental results provide further empirical support, but also provide a useful inspiration for Second Language Vocabulary Acquisition and Teaching second language learners. The vocabulary is an important part of the language, have played an important role in the mother tongue and second language learning, linguists continue to research and explore effective Second Language Vocabulary Acquisition want to be able to help second language successful learners and effective acquisition of second language vocabulary. In recent years, some linguists second language acquisition put forward some new ideas and suggestions, they think the heavy form of pedagogy originated in second language grammar teaching, but also can be applied to second language vocabulary teaching and learning, this teaching method will be the second language learners' vocabulary acquisition play a positive role in promoting. At the same time, based on the empirical study of the idea and suggested also have started in some of the early studies, most researchers focus of investigation on a specific means of teaching second language vocabulary acquisition effect, for example, use of the dictionary, the use of annotations and word meaning negotiation results of these studies show that the heavy form of pedagogy in teaching vocabulary can greatly promote vocabulary acquisition of the second language learners. However, most of these studies are the independence of the research, there is no comparison to meaning-centered pedagogy, comparative empirical research, so they are only for the heavy form of pedagogy in second language acquisition provides indirect evidence. Later, researchers realized that their meaning centered pedagogy and heavy form of pedagogy that came in second language vocabulary acquisition effect carried out a comparative study, and will also include a comparative analysis of the translation task The introduction of this study to examine the effect of these three methods in second language acquisition. The results of this study show that the heavy form of pedagogy into the comparative analysis that came in second language vocabulary acquisition effect is superior to the other two lexical acquisition method is one of the most effective second language incidental vocabulary acquisition method. Although the results of this study for the heavy form of pedagogy, second language vocabulary the incidental acquisition results provide direct evidence, but because of the subject of language restrictions, making the results of the study also has some limitations. The study words in other languages, and second language learners who are able to get to the same conclusion, pending further research. The subjects in this study is based on the Chinese-speaking second language learners, on this basis, the authors further investigated Vocabulary Acquisition method contains three different task types second language vocabulary comes with non-English majors in China Acquisition results in terms of effect on the three vocabulary acquisition method for further research and verification. The study, a total of two research questions: (1) three lexical acquisition methods came in second language vocabulary of Chinese college students on whether there are significant differences in the acquisition effect; if there is this difference in the target words after a delay measured in whether it is still significant? (2) into the vocabulary acquisition method of comparative analysis and translation tasks if you want better than the other two methods in Chinese college students in Second Language Vocabulary Acquisition effect? ??solve the above problem, this paper from both sides of theoretical and empirical research and analysis. The theoretical aspects involved in attention to the hypothesis, the output hypothesis theory of deep processing task in volume hypothesis and the theory of comparative analysis. In this paper, the above theory is based on the the three vocabulary acquisition method contains a different type of task in second language acquisition effect analysis and argument. Empirical side, select 172 from non-English majors of Lanzhou University of Chinese as a language learner as subjects. The two classes of three parallel from Lanzhou University, with intermediate English level. The study design is incidental vocabulary acquisition, the subjects did not know that will participate in the experiment after two vocabulary test. Before the beginning of the experiment, the subjects to participate in the two pre-test; each class in the main part of the experiment, a lexical acquisition methods and tasks relative to this method; After the task is completed, the subjects took immediate target vocabulary quiz; measured the week after the end of the real-time tests, subjects participated in the delay of the target vocabulary. After the end of the experiment by two target vocabulary test data analysis and statistical processing can be obtained further findings. Experimental results show that: (1) three different vocabulary acquisition method incidental second language vocabulary of Chinese college students learned that there are significant differences in the effects and post-test this difference in delay is still significant. (2) integration into the the vocabulary acquisition method of comparative analysis and translation tasks in the Chinese Students' Second Language Vocabulary Acquisition effect to be significantly better than the other two vocabulary acquisition method. The significance of this study is to confirm the vocabulary acquisition methods into the comparative analysis and translation tasks in the Chinese Students' Second Language Vocabulary Acquisition effect to be significantly better than the other two vocabulary acquisition method, previous experimental results provide further empirical support, but also provide a useful inspiration for Second Language Vocabulary Acquisition and Teaching second language learners.

The Effects of Three Instructions on Chinese College Students’ Incidental Acquisition of Second Language Vocabulary

Abstract

Related Dissertations