電子詞典增強(qiáng)下的詞匯學(xué)習(xí)模式

內(nèi)容概要

　　EFL學(xué)習(xí)者詞匯匱乏是一個(gè)亟待解決的問(wèn)題。為幫助外語(yǔ)學(xué)習(xí)者學(xué)習(xí)詞匯，本書描述了作者博士論文的研究成果：設(shè)計(jì)一個(gè)電子詞典增強(qiáng)下的詞匯學(xué)習(xí)模式（EDEVOL
Model）。該詞匯學(xué)習(xí)模式旨在:（1）幫助學(xué)生學(xué)習(xí)目標(biāo)詞的詞義；（2）幫助學(xué)生學(xué)習(xí)目標(biāo)詞的拼寫形式。本研究表明EDEVOL
Model可以作為幫助

作者簡(jiǎn)介

　　蔡暉,
從事高等教育多年。英語(yǔ)專業(yè)博士研究生。撰寫發(fā)表了十多篇文章。主要研究領(lǐng)域：英語(yǔ)教學(xué)、詞匯教學(xué)、二語(yǔ)習(xí)得、元認(rèn)知和學(xué)習(xí)自主等。
　　CURRICULUM VITAE?
　　Hui Cai was born on March 14th?, 1975 in Weining, Guizhou
Province of China. She received her Bachelor degree of Arts in
English Linguistics and Literature from Foreign Languages
Department, Guizhou University in 1997. In 2004, she obtained her
Master of Arts degree in Linguistics and Literature from the
College of International Studies, Guizhou University. ?
　　Hui Cai has been teaching English in Guizhou Finance and
Economics College since 1997. She is currently an associate
professor of Guizhou Finance and Economics College, China. Her
academic areas of interest include vocabulary teaching,
metacognition and autonomy, etc.

書籍目錄

CONTENTS
CHAPTER 1
INTRODUCTION1
1.1 Statement of the problem1
1.2 Rationale of the study1
1.3　Research hypothesis9
1.4　Purposes of the study9
1.5　Research questions10
1.6 Significance of the study10
1.7 Definitions of terms12
CHAPTER 2
LITERATURE REVIEW14
2.1 Two basic constructs of vocabulary learning14
2.2 Variables40
2.3 Summary54
CHAPTER 3
RESEARCH METHODOLOGY55
3.1 Research design55
3.2 Variables56
3.3 Participants57
3.4 Materials58
3.5 Instruments64
3.6 Procedures68
3.7 Data collection and scoring71
3.8 Data analysis72
3.9 Pilot Study 74
3.10 Experimental phases87
3.11 Summary88
CHAPTER 4
RESULTS 89
4.1 Results of the Vocabulary Pretest89
4.2 Answer to Research Question 193
4.3 Answer to Research Question 299
4.4 Answer to Research Question 3100
4.5 Answer to Research Question 4104
4.6 Answer to Research Question 5 105
4.7 Results of the T/F comprehension test108
4.8 Summary109
CHAPTER 5
THE E-DICTIONARY-BASED ENHANCERS
FOR VOCABULARY LEARNING MODEL110
5.1 Model elements110
5.2 Details of E-dictionary-Based Enhancers for Vocabulary
Learning Model 120
5.3 Summary122
CHAPTER 6
CONCLUSIONS, IMPLICATIONS AND
LIMITATIONS123
6.1 Conclusions123
6.2 Implications and recommendations127
6.3 Limitations and suggestions for further research131
6.4 Summary 134
REFERENCES135
APPENDICES145
ACKNOWLEDGEMENTS190
LIST OF TABLES
Table 2.1Task-induced involvement load (Laufer &
Hustijn,2001,p.18)
21
Table 2.2A taxonomy of kinds of vocabulary learning
strategies
(Nation, 2001, p.217)28
Table 2.3What is involved in knowing a word (Nation, 2001,
p.27)30
Table 3.1Results of Word Test (part)62
Table 3.2Treatment for the target words and other possible
unknown words64
Table 3.3The methods of data analysis according to
the research questions72
Table 3.4Descriptive Statistics of the vocabulary tests80
Table 3.5Descriptive Statistics in while-reading tasks and
the T/F comprehension test81
Table 3.6Independent t-test results (N=38)82
Table 3.7Correlations between LUB and vocabulary gain and
retention83
Table 3.8Descriptive statistics of the enhancers87
Table 4.1Pretest scores of all the subjects (N=90)90
Table 4.2Descriptive statistics of the two groups in the
Vocabulary
Pretest93
Table 4.3Independent t-test results of the difference in the
Vocabulary
Pretest93
Table 4.4Frequency description of scores in the VGRT (target words
only) *
group crosstabulation94
Table 4.5Descriptive Statistics of the difference for target words
between VGRT
and the Vocabulary Pretest (N=90)96
Table 4.6Independent t-test results of target words learning in
VGRT
in terms of dictionary access (N=90)97
Table 4.7Descriptive statistics of the four vocabulary tests
(N=45)100
Table 4.8Descriptive Statistics of the difference for other unknown
words
between VGRT and the Vocabulary Pretest (N=90)101
Table 4.9Frequency of the difference for other unknown words
between
VGRT and the Vocabulary Pretest * group crosstabulation
Points102
Table 4.10Group Statistics of the difference for other unknown
words
between VGRT and the Vocabulary Pretest 103
Table 4.11Independent t-test results of the difference for other
unknown
words between VGRT and the Vocabulary Pretest104
Table 4.12Correlations between LUB and vocabulary gain and
retention104
Table 4.13Preferences of the vocabulary instruction
program105
Table 4.14Independent t-test results of T/F comprehension
test108
LIST OF FIGURES
Figure 1.1Conceptual framework of the EBEVOL Model6
Figure 3.1Procedures of the main study68
Figure 5.1A part of the Vocabulary Pretest111
Figure 5.2Text with the dictionary information114
Figure 5.3While-reading word relevance (a part)115
Figure 5.4The matching task116
Figure 5.5Vocabulary posttest 1 (VGPT)117
Figure 5.6Vocabulary posttest 2 (VGRT)118
Figure 5.7A part of the T/F comprehension test119
Figure 5.8E-dictionary-Based Enhancers for Vocabulary
Learning
Model121
LIST OF ABBREVIATIONS
CALL　Computer Assisted Language Learning
EBEVOL Model　E-dictionary-based Enhancers for Vocabulary Learning
Model
EFL　English as a Foreign Language
FL Foreign language
L1 The first language
L2 The second language
LUB　Lookup behavior
RC Reading comprehension
TW　　Target word
VGPT　Vocabulary Gain Productive Test
VGRT　Vocabulary Gain Receptive Test
VRPT　Vocabulary Retention Productive Test
VRRT　Vocabulary Retention Receptive Test
ACKNOWLEDGEMENTS?

章節(jié)摘錄

版權(quán)頁(yè)：   插圖：   This chapter introduces the statement of the problem，the rationale，theresearch hypothesis，the purposes，the research questions，and the significance ofthis study．Definitions of main terms are given，too． 1．1 Statement of the problem Vocabulary is regarded as an essential element in language learning by bothteachers and learners．Learners’lack of sufficient vocabulary is always animportant problem calling for solutions in EFL（English as a foreign language）teaching and learning．As Nation（1990，p．2）says，“Learners feel that many oftheir difficulties in both receptive and productive language use result from aninadequate vocabulary”．If learners are shofl of words．they cannot communicateproperly with others，nor can they express ideas clearly when speaking or writing．With many unknown words，it is also difficult for learners to make out what theyare told or what they are reading．How to help students learn vocabulary is aquestion language teachers have to consider．Vocabulary enlargement is the keyfor solving this problem． 1．2 Rationale of the study With the advent of computers and the Internet，a new possibility to enhancevocabulary learning is brought into the filed of EFL language learning．Becauseacquiring or learning new words while reading a text is an important practicalmethod of vocabulary enlargement，the availability of authentic materials on theInternet and the access of electronic dictionaries provide two helpful conditions forlearners to learn vocabulary．First，the World Wide Web is not only one of themost efficient channels for global communication but also a huge and abundantlanguage—learning source for EFL learners．Second，electronic dictionaries appearwith computer technology combined with dictionary information．Integrated withcomputer technology，dictionaries assume more importance for text comprehensionand vocabulary learning with its technical benefits．

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