中国英语专业大学生通过写作附带习得词汇的实证分析-an empirical analysis of incidental vocabulary acquisition by chinese english majors through writing.docxVIP

下载本文档

3
0
约15.65万字
约 80页
2018-09-08 发布于上海
举报
版权申诉

中国英语专业大学生通过写作附带习得词汇的实证分析-an empirical analysis of incidental vocabulary acquisition by chinese english majors through writing.docx

1、原创力文档（book118）网站文档一经付费（服务费），不意味着购买了该文档的版权，仅供个人/单位学习、研究之用，不得用于商业用途，未经授权，严禁复制、发行、汇编、翻译或者网络传播等，侵权必究。。
2、本站所有内容均由合作方或网友上传，本站不对文档的完整性、权威性及其观点立场正确性做任何保证或承诺！文档内容仅供研究参考，付费前请自行鉴别。如您付费，意味着您自己接受本站规则且自行承担风险，本站不退款、不进行额外附加服务；查看《如何避免下载的几个坑》。如果您已付费下载过本站文档，您可以点击这里二次下载。
3、如文档侵犯商业秘密、侵犯著作权、侵犯人身权等，请点击“版权申诉”（推荐），也可以打举报电话：400-050-0827(电话支持时间：9:00-18:30)。
4、该文档为VIP文档，如果想要下载，成为VIP会员后，下载免费。
5、成为VIP后，下载本文档将扣除1次下载权益。下载后，不支持退款、换文档。如有疑问请联系我们。
6、成为VIP后，您将拥有八大权益，权益包括：VIP文档下载权益、阅读免打扰、文档格式转换、高级专利检索、专属身份标志、高级客服、多端互通、版权登记。
7、VIP文档为合作方或网友上传，每下载1次，网站将根据用户上传文档的质量评分、类型等，对文档贡献者给予高额补贴、流量扶持。如果你也想贡献VIP文档。上传文档

中国英语专业大学生通过写作附带习得词汇的实证分析-an empirical analysis of incidental vocabulary acquisition by chinese english majors through writing

v v 聊城大学硕士学位论 Liaocheng University in Shandong, who were divided into three groups (Reading Comprehension Group, Sentence-example Writing Group and Free Writing Group), and each group complete three learning tasks inducing different involvement loads after they read a short story named as “The Little Brave Tailor”. The Reading Comprehension Group was asked to check twenty “multiple-choice questions” which were irrelevant to the target words. The Sentence-example Writing Group was required to write a summary of the story with all the target words. The Free Writing Group was asked to refer to a dictionary to find the usage and the meanings of the target words and to write an article of any style with all the target words. Acquisition and retention of the twenty target words were measured by the immediate vocabulary test and the delayed vocabulary test. And the data were analyzed by the software SPSS.13.0. Results indicated that the subjects could acquire English new words incidentally through different learning tasks. The Sentence-example Writing Group and Free Writing Group performed significantly better than the Reading Comprehension Group in the immediate vocabulary test, but the Free Writing Group did not perform significantly better than the Sentence-example Writing Group. Furthermore, the Sentence-example Writing Group and Free Writing Group performed significantly better than the Reading Comprehension Group in the delayed vocabulary test, and the Free Writing Group performed significantly better than the Sentence-example Writing Group, too. In addition, significant difference was observed within the Reading Comprehension Group and within the Sentence-example Writing Group between the immediate vocabulary test and the delayed vocabulary test. However, no significant difference was found when the mean scores, obtained by the Free Writing Group in the immediate vocabulary test, were compared with those in the delayed vocabulary test. Findings were interpreted in t