|Alternative Title||Effects of Case-based-teaching-involved Task and Self-reading Task on Incidental Vocabulary Acquisition of Business English
|Place of Conferral||兰州
|Other Abstract||Acquiring of vocabulary is regarded as one of the most important parts of the mastery of a language for it is the basis of the other learning activities, especially for the second language learners. English for Specific Purposes (ESP) is a branch of English which is relevant to certain special kinds of profession or subject. As a practical branch of ESP, Business English (BE) involves specific linguistic knowledge which focuses on dealing with the different issues in trading fields, such as finance, logistics and international trade. In the acquisition of Business English, learners are supposed to acquire the language as a practical tool or medium to apply in the business situations. Therefore, the specific semantic and lexical characteristics of Business English require specific learning tasks and teaching methods. Historical and practical backgrounds manifest that the second language learners of Business English encounter different hindrance in the acquisition of the vocabulary. Case-based teaching is an interactive teaching method in which the teacher creates situations for the learners on the basis of typical cases, and guides them to acquire the theoretical knowledge and conclude regulars through the analysis and discussion of the cases. Moreover, it can push the learners to combine their theoretical knowledge with practical reality and to seek out more ways which are suitable and useful in real life. Due to the current investigations of incidental vocabulary acquisition (IVA) which mainly involve reading activities and the attempt to enhance acquisition of BE vocabulary, and based on the theoretical foundations and previous researches on incidental vocabulary acquisition, Depth of Processing Hypothesis, Involvement Load Hypothesis, Business English and the case-based teaching method, this study tests the effects of case-based-teaching-involved task and self-reading task on the incidental acquisition of BE vocabulary, examining whether involvement of the case-based teaching method can effectively enhance incidental acquisition of BE vocabulary, more specifically, the receptive or productive acquisition of BE vocabulary. In this study, an experiment was conducted, which involved 64 Business English-major freshmen of Lanzhou University of Arts and Science who had the same general English proficiency level and same vocabulary level. They were randomly divided into 2 groups. Participants of Group 1 were further divided into 6 groups and were required ...|
叶小娟. “案例教学”介入任务与“自然阅读”任务对商务英语词汇附带习得的影响[D]. 兰州. 兰州大学,2014.
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