中国学生英语语言能力发展的认知心理研究 研究之三 附件 论任务对无意词汇习得的影响：检验投入量假设PDF电子书下载

Chapter 1 Introduction 1

1.1 Research orientation 1

1.2 Defining task and incidental vocabulary learning 1

1.3 Rationale for the present study 2

1.3 Key research questions 3

1.4 Overview ofthe thesis 4

Chapter 2 Review of Related Literature 5

2.1 Overview 5

2.2 Tasks and Second Language Learning 5

2.2.1 Task-based language teaching 5

2.2.2 Research on task 6

2.2.3 Selective effects of task characteristics 7

2.2.4 Task and L2 vocabulary learning 8

2.3 Second language incidental vocabulary learning 10

2.3.1 Goal of second language vocabulary learning 10

2.3.2 Incidental vocabulary learning:empirical studies 11

2.3.2.1 Dictionary use and incidental vocabulary learning 11

2.3.2.2 Negotiation and incidental vocabulary learning 12

2.3.2.3 Output and incidental vocabulary learning 12

2.4 Cognitive processes involved in language learning 13

2.4.1 Levels of processing theory 13

2.4.2 Integrate new words with the old 14

2.4.3 Noticing and attention 15

2.5 The Involvement Load Hypothesis 16

2.5.1 The Hypothesis and its assumptions 16

2.5.2 The three components 17

2.5.3 Empirical evidence for the Hypothesis 18

2.5.4 Theoretical perspective for the Hypothesis 20

2.6 Summary 21

Chapter 3 The Study 23

3.1 Overview 23

3.2 Hypotheses to be tested 23

3.2.1 Determining the involvement load of a task 23

3.2.2 The Tasks 25

3.2.3 Hypotheses to be tested 27

3.3 Research Design 28

3.4 Participants 29

3.5 Materials 30

3.5.1 Reading passages 30

3.5.2 Target words 31

3.5.3 The glossary 31

3.5.4 True-false items 32

3.5.5 The tests 32

3.6 Procedures 33

3.7 Scoring and statistical analysis 34

3.7.1 Scoring 34

3.7.2 Analysis 35

Chapter 4 Results and Discussion 36

4.1 Overview 36

4.2 Results of the study 36

4.2.1 Main Analysis 36

4.2.1.1 Results for Hypothesis 1 37

4.2.1.2 Results for Hypothesis 2 39

4.2.1.3 Results for Hypothesis 3 40

4.2.2 Qualitative analysis 41

4.4 Discussion 43

4.4.1 Summary of major findings 43

4.4.2 Involvement Load Hypothesis Revisited 44

4.4.2.1 Amount of Involvement Load 44

4.4.2.2 The role of individual components:need 49

4.4.2.3 The role of individual components:search 50

4.4.2.4 The role of individual components:evaluation 53

4.4.2.5 Reassessing the Involvement Load Hypothesis 54

Chapter 5 Conclusions,Implications and Recommendations for Further research 56

5.1 Overview 56

5.2 Conclusions 56

5.3 Implications 57

5.3.1 Theoretical implications 57

5.3.2 Pedagogical implications 58

5.4 Limitations and recommendations for further research 58

References 61

Appendices 69