书籍详情
电子词典增强下的词汇学习模式
作者：蔡晖
出版社：知识产权出版社
出版时间：2012-05-01
ISBN：9787513011402
定价：¥39.00
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内容简介
EFL学习者词汇匮乏是一个亟待解决的问题。为帮助外语学习者学习词汇，本书描述了作者博士论文的研究成果：设计一个电子词典增强下的词汇学习模式（EDEVOL Model）。该词汇学习模式旨在：（1）帮助学生学习目标词的词义；（2）帮助学生学习目标词的拼写形式。本研究表明EDEVOL Model可以作为帮助
作者简介
蔡晖， 从事高等教育多年。英语专业博士研究生。撰写发表了十多篇文章。主要研究领域：英语教学、词汇教学、二语习得、元认知和学习自主等。CURRICULUM VITAEHui 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.
目录
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
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
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