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書摘/試閱
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本書共8章，以論述詞匯習得在語言能力中的重要性和必要性和相關文獻綜述開始，提出進行該研究的原因；然後對詞匯偶然習得和刻意習得進行試驗比較，並得出相關結論，再對詞匯刻意習得在兩種不同語境下的學習效果進行試驗比較和分析數據得出結論，並對整個研究的教學意義作處總結。結論部分概括了本書的主要內容，同時提出了本研究的不足之處，並指出了進一步研究的方向。
名人/編輯推薦
《外語詞匯刻意習得研究》重點對中國大學英語刻意詞匯學習法進行系統地研究。主要內容通過對比偶然習得詞匯學習法和刻意詞匯學習法，探討兩種學習策略對英語詞匯學習的效果，通過大量實驗表明刻意詞匯習得學習的優勢及特點。
目次
Chapter 1 Introduction
1.1 Research Background
1.1.1 Significance of Vocabulary Acquisition
1.1.2 Necessity of Present Study
1.1.3 Research of 1.2 Vocabulary Acquisition
1.2 Organization of This Thesis
Chapter 2 Literatare Review
2.1 Introduction
2.2 Previous Studies on Vocabulary Knowledge and Development
2.2.1 Research into Word Knowledge Type by Richards
2.2.2 Nations Framework of Word Knowledge
2.2.3 Laufers Framework
2.2.4 Other Related Frameworks
2.2.5 Related Study in China on Vocabulary Knowledge
2.2.6 Summaries and Conclusions
2.3 Previous Studies on Vocabulary Knowledge | Assessment
2.3.1 Terminological Definitions in Measuring Vocabulary Acquisition
2.3.2 Assessing the Breadth of Vocabulary Knowledge
2.3.3 Tests for Depth of Vocabulary Knowledge Measurement
2.3.4 Summaries and Conclusions
2.4 Incidental and Intentional Learning
2.4.1 Introduction
2.4.2 Definition of Incidental Vocabulary Learning
2.4.3 Specific Ways of Incidental Vocabulary Learning
2.4.4 Incidental Vocabulary Learning Through Extensive Reading
2.5 Intentional Vocabulary Learning
2.5.1 Definition of Intentional Vocabulary Learning
2.5.2 Specific Ways of Intentional Vocabulary Learning
2.6 Balance of Incidental Vocabulary Learning and Intentional Vocabulary Learning
2.7 Review on Word Meaning and Context
2.7.1 The Definition of Context
2.7.2 The Classification of Context
2.7.3 Functions of Context
2.7.4 Audio—Visual Context
2.7.5 Intentional Vocabulary Leaning in Audio Visual Context
2.7.6 Summaries and Conclusions
2.8 Summary
Chapter 3 Empirical Study I
3.1 Origin of the Study
3.2 Experiment I
3.2.1 Subjects
3.2.2 Material Preparation
3.2.3 Administration of the Study
3.2.4 Evaluation Methods of Learning Achievement
Chapter 4 Statistic Analysis and Evaluation of Experiment I
4.1 Global Analysis and Evaluation on Acquisition Results
4. 1.1 Immediate Acquisition Results between Two Inputs
4.1.2 Word Knowledge Retention
4.2 Specific Analysis and Evaluation on the Receptive Word Knowledge and Productive Word Knowledge
4.2.1 Respective and Productive Word Knowledge through Time Ranges within the Same Input
4.2.2 Receptive and Productive Word Knowledge
through Time Ranges with Different
Inputs
4.3 Conclusion of Experiment I
4.3.1 Results
4.3.2 Pedagogical Implication
4.3.3 Limitation of Experiment I
Chapter 5 Empirical Study H
5.1 Research Hypotheses
5.2 Subjects of the Research
5.3 Target Words
5.4 Procedures
5.4.1 Pretest of Subjects Listening Ability
5.4.2 Pretest of Subjects Vocabulary Size
5.4.3 Pilot Study
5.5 Main Study
5.5.1 Immediate Posttests and Scoring Method
5.5.2 Delayed Posttests and Scoring Method
5.5.3 Questionnaire 11
5.6 Method of Statistical Analysis
Chapter 6 Statistic Analysis and Evaluation of Experiment H
Chapter 7 Conclusion of Experiment II
Appendix I: Questionnaire
Appendix II: Reading and Instruction Materials
Appendix Hi:Quiz Sample of Experiment I
Appendix IV: Test for Listening Level
Appendix V: Vocabulary Levels Tests
Appendix VI: Target Words for Experiment H
Appendix VII: Script of the Movie Clips
Appendix VIII: Immediate Posttests
Appendix IX: Questionnaire II
Bibliography
1.1 Research Background
1.1.1 Significance of Vocabulary Acquisition
1.1.2 Necessity of Present Study
1.1.3 Research of 1.2 Vocabulary Acquisition
1.2 Organization of This Thesis
Chapter 2 Literatare Review
2.1 Introduction
2.2 Previous Studies on Vocabulary Knowledge and Development
2.2.1 Research into Word Knowledge Type by Richards
2.2.2 Nations Framework of Word Knowledge
2.2.3 Laufers Framework
2.2.4 Other Related Frameworks
2.2.5 Related Study in China on Vocabulary Knowledge
2.2.6 Summaries and Conclusions
2.3 Previous Studies on Vocabulary Knowledge | Assessment
2.3.1 Terminological Definitions in Measuring Vocabulary Acquisition
2.3.2 Assessing the Breadth of Vocabulary Knowledge
2.3.3 Tests for Depth of Vocabulary Knowledge Measurement
2.3.4 Summaries and Conclusions
2.4 Incidental and Intentional Learning
2.4.1 Introduction
2.4.2 Definition of Incidental Vocabulary Learning
2.4.3 Specific Ways of Incidental Vocabulary Learning
2.4.4 Incidental Vocabulary Learning Through Extensive Reading
2.5 Intentional Vocabulary Learning
2.5.1 Definition of Intentional Vocabulary Learning
2.5.2 Specific Ways of Intentional Vocabulary Learning
2.6 Balance of Incidental Vocabulary Learning and Intentional Vocabulary Learning
2.7 Review on Word Meaning and Context
2.7.1 The Definition of Context
2.7.2 The Classification of Context
2.7.3 Functions of Context
2.7.4 Audio—Visual Context
2.7.5 Intentional Vocabulary Leaning in Audio Visual Context
2.7.6 Summaries and Conclusions
2.8 Summary
Chapter 3 Empirical Study I
3.1 Origin of the Study
3.2 Experiment I
3.2.1 Subjects
3.2.2 Material Preparation
3.2.3 Administration of the Study
3.2.4 Evaluation Methods of Learning Achievement
Chapter 4 Statistic Analysis and Evaluation of Experiment I
4.1 Global Analysis and Evaluation on Acquisition Results
4. 1.1 Immediate Acquisition Results between Two Inputs
4.1.2 Word Knowledge Retention
4.2 Specific Analysis and Evaluation on the Receptive Word Knowledge and Productive Word Knowledge
4.2.1 Respective and Productive Word Knowledge through Time Ranges within the Same Input
4.2.2 Receptive and Productive Word Knowledge
through Time Ranges with Different
Inputs
4.3 Conclusion of Experiment I
4.3.1 Results
4.3.2 Pedagogical Implication
4.3.3 Limitation of Experiment I
Chapter 5 Empirical Study H
5.1 Research Hypotheses
5.2 Subjects of the Research
5.3 Target Words
5.4 Procedures
5.4.1 Pretest of Subjects Listening Ability
5.4.2 Pretest of Subjects Vocabulary Size
5.4.3 Pilot Study
5.5 Main Study
5.5.1 Immediate Posttests and Scoring Method
5.5.2 Delayed Posttests and Scoring Method
5.5.3 Questionnaire 11
5.6 Method of Statistical Analysis
Chapter 6 Statistic Analysis and Evaluation of Experiment H
Chapter 7 Conclusion of Experiment II
Appendix I: Questionnaire
Appendix II: Reading and Instruction Materials
Appendix Hi:Quiz Sample of Experiment I
Appendix IV: Test for Listening Level
Appendix V: Vocabulary Levels Tests
Appendix VI: Target Words for Experiment H
Appendix VII: Script of the Movie Clips
Appendix VIII: Immediate Posttests
Appendix IX: Questionnaire II
Bibliography
書摘/試閱
ers cross all age and racial groups. And they work In a varety ofindustries-no longer just service, office and sale jobs "TeeN！nology just affects your ability to make money," Hausman says."That makes a frequent change in moonlighting. " As its name.means, moonlighting still occurs mostly at night. And that results in some pressures. Chief among them is time.
Full-time employers could misunderstand, too. Some companies do not allow after-hour work because they fear it will affect their employees 9-to -5 performance. "The primary employer is saying, Wait, Im paying you for the sharp, fresh, energetic you", says Tom Gimbel, president and founder of LaSalleStaffing in Chicago. "If youre burning yourself at both ends,its going to show. "
Passage Eleven
Americans wear black for mourning while Chinese wearwhite. Westerners think of dragons as monsters while Chinesehonor them as symbols of God. Chinese civilization has oftenshown such polarities with the West, as though each stands atextreme ends of a global string.
His findings go far toward explaining why American cul-tures seem to be contentious and Chinese cultures so passive,when compared to each other. More importantly, the researchopens the way for the peoples of the East and the West to learnfrom each other in fundamental ways. The Chinese could learnmuch from Western methods for determining scientific truth,said Kaiping Peng, a former Beijing scholar, who is now a UCBerkeley assistant professor of psychology.
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