基于学习任务的二语词汇习得实证研究2025|PDF|Epub|mobi|kindle电子书版本百度云盘下载

基于学习任务的二语词汇习得实证研究PDF格式电子书版下载

注意：本站所有压缩包均有解压码： 点击下载压缩包解压工具

Introduction1

0.1 Motivation1

0.2 Rationale and research orientation of the present study3

0.3 Overture to the present study12

0.4 Outline of the dissertation14

PART Ⅰ LITERATURE REVIEW15

Chapter 1 Task-based L2 Lexical Learning17

1.1 Introduction17

1.2 Definition of keyterms17

1.2.1 Lexicalunit17

1.2.1.1 Word18

1.2.1.2 Word family20

1.2.1.3 Lexicalunit22

1.2.2 L2 lexical learning25

1.2.2.1 What to learn25

1.2.2.2 How to learn30

1.2.3 Tasks for L2 lexical learning32

1.2.3.1 Definition of'task'in SLA33

1.2.3.2 Main features of tasks in SLA34

1.3 Effects of task type on L2 lexical learning37

1.3.1 L2 lexical learning via reading tasks37

1.3.2 L2 lexical learning via listening tasks38

1.3.3 L2 lexical learning via speaking tasks41

1.3.4 L2 lexical learning via writing tasks43

1.4 Effects of task frequency on L2 lexical learning46

1.5 Effects of textual,lexical and learner factors on L2 lexical learning48

1.6 Summary50

Chapter 2 Controversies over Incidental and Intentional L2 Lexical Learning52

2.1 Introduction52

2.2 Traditional dichotomy between incidental and intentional L2 lexical learning52

2.3 Arguments for incidental lexical learning and empirical findings53

2.3.1 Default argument54

2.3.2 Empirical evidence55

2.4 Arguments for intentional L2 lexical learning and empirical findings58

2.4.1 Pedagogical advocacy58

2.4.2 Empirical evidence59

2.5 Unsettled issues63

2.5.1 Theoretical problems63

2.5.2 Methodological problems64

2.6 Solutions in the present study67

2.7 Summary71

Chapter 3 Controversies over Involvement Load Hypothesis72

3.1 Introduction72

3.2 Involvement Load Hypothesis72

3.2.1 Theoretical base73

3.2.2 Construct of task-induced involvement75

3.2.3 Assumptions of the Involvement Load Hypothesis78

3.3 Empirical findings79

3.4 Controversial issues85

3.5 Solutions in the present study89

3.6 General fram ework of the present study90

3.7 Summary94

PART Ⅱ METHODOLOGY97

Chapter 4 Research Design99

4.1 Introduction99

4.2 Thepilot study99

4.2.1 Research Questions99

4.2.2 Subjects100

4.2.3 Materials101

4.2.3.1 Design of the treatment text101

4.2.3.2 Target LUs and their basic features103

4.2.4 Tasks106

4.2.5 Instruments and procedures108

4.2.6 Data collection112

4.2.7 Data analysis114

4.2.8 Major findings115

4.2.8.1 Effects of task type115

4.2.8.2 Effects of task frequency117

4.2.8.3 Effects of lexical presentation120

4.2.9 Limitations121

4.2.10 Solutions in the main study124

4.3 Themain study124

4.3.1 Research questions125

4.3.2 Research design126

4.3.3 Subjects127

4.3.4 Material132

4.3.4.1 Revised treatment text132

4.3.4.2 Target LUs and their basic features134

4.3.5 Tasks135

4.3.6 Instruments135

4.3.7 Procedures141

4.3.8 Data collection143

4.3.9 Data analysis146

4.3.9.1 Quantitative analysis146

4.3.9.2 Qualitative analysis151

4.4 Summary152

PART Ⅲ RESULTS AND DISCUSSIONS155

Chapter 5 Effects of Task Type157

5.1 Introduction157

5.2 Overall effects of task type157

5.3 Modified effects of task type161

5.3.1 Correlation between learning outcomes and English proficiency161

5.3.2 Effects of task type modified by English proficiency164

5.4 Role of task-induced involvement load175

5.4.1 Task-based construct of task involvement175

5.4.1.1 Invalidation of motivational-cognitive construct of task involvement177

5.4.1.2 Validation of task-basked construct of task involvement181

5.4.2 Differentia tedroles of receptive and productive tasks186

5.4.3 Involvement Load Hypothesis188

5.4.4 Tasks with optimal involvement191

5.4.4.1 Tasks with optimal facilitative powers192

5.4.4.2 Components and constraints of optimal involvement193

5.5 Summary207

Chapter 6 Effects of Task Frequency210

6.1 Introduction210

6.2 Overall effects of task frequency210

6.2.1 Effects of task frequency on the 4 EGs'lexical learning211

6.2.2 Effects of task frequency on each EG's lexical learning213

6.2.2.1 Task frequency on each EG's ultimate learning outcomes213

6.2.2.2 Task frequency on each EG's netlexical gains216

6.2.2.3 Interaction between task frequency and task type219

6.3 Modified effects of task frequency224

6.3.1 Effects of task frequency on HL subgroups'lexical learning229

6.3.2 Effects of task frequency on ML subgroups'lexical learning232

6.3.3 Effects of task frequency on LL subgroups'lexical learning238

6.4 Optimal task frequency245

6.4.1 Overall optimal task frequency245

6.4.2 Variations in the optimal task frequency254

6.5 Summary259

Chapter 7 Effects of Lexical Presentation261

7.1 Introduction261

7.2 Effects of lexical formation261

7.2.1 Overall effects of lexical formation262

7.2.2 Variations in the effects of lexical formation on eachtype of the target LUs264

7.3 Effects of contextual elaborations268

7.3.1 Overall effects of contextual elaborations268

7.3.2 Variations in the effects of contextual elaborations275

7.4 Most and least learned target LUs280

7.5 Summary292

PART Ⅳ CONCLUSION295

Chapter 8 Findings,Implications and Limitations297

8.1 Major findings297

8.1.1 Findings related to the effects of task type on L2 lexical learning.297

8.1.2 Findings related to the effects of task frequency on L2 lexical learning299

8.1.3 Findings related to lexical presentation in L2 lexical learning301

8.1.4 Findings related to the effects of English proficiency on L2 lexical learning303

8.2 Contributions303

8.2.1 Theoretical contributions303

8.2.1.1 Modifying the motivational-cognitive construct of task-induced involvement and the Involvement Load Hypothesis304

8.2.1.2 Clarifying the role of input and output in task-based L2 lexical learning307

8.2.1.3 Revealing the complexity of task-based L2 lexical learning308

8.2.2 Pedagogical contributions310

8.2.2.1 Applying the effects of task type to L2 lexical teaching310

8.2.2.2 Applying the effects of task frequency to L2 lexical teaching311

8.2.2.3 Applying the effects of word and text factors to L2 lexical teaching313

8.2.2.4 Applying vocabulary acquisition tests to L2 lexical teaching314

8.2.3 Methodological contributions315

8.2.3.1 Implementing the experimental design with care315

8.2.3.2 Combining the quantitative and qualitative methods to explore L2 lexical learning317

8.2.3.3 Devising more valid scoring of VKS tomeasure incremental L2 lexical learning318

8.3 Limitations319

8.3.1 Methodo logica lissues319

8.3.2 Genera lizability issues320

8.4 Suggestions for future research321

8.5 Summary323

Appendix Ⅰ Treatment Text for the Pilot Study325

Appendix Ⅱ A Spelling Test of Target Lexical Units327

Appendix Ⅲ Guided Writing329

Appendix Ⅳ Vocabulary Acquisition Test of the Pilot Study331

Appendix Ⅴ A Sentence Translation Exercise337

Appendix Ⅵ The 7-scale Scoring of VKS for the Pilot Study339

Appendix Ⅶ Revised Vocabulary Acquisition Test for the Main Study340

Appendix Ⅷ Interview Guide345

References348