| “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 |
| Alternative Title | Effects of Case-based-teaching-involved Task and Self-reading Task on Incidental Vocabulary Acquisition of Business English
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| 叶小娟 |
| Thesis Advisor | 徐艳
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| 2014-05-23
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| Degree Grantor | 兰州大学
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| Place of Conferral | 兰州
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| Degree Name | 硕士
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| Keyword | 词汇附带习得
商务英语词汇
自主阅读任务
案例教学介入任务
接受性习得
产出性习得
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| Abstract | 词汇是构建语言的基石。专门用途英语是指与某种特定职业或学科相关的英语。商务英语是专门用途英语的一个重要分支。国内外大部分学者都着眼于广义上的“第二语言习得”以及具有普遍特征的二语词汇，并且对于词汇的附带习得研究主要都集中于阅读活动上，而商务英语的特点及学习者在学习过程中遇到的问题要求更为有效的教学方法和习得方式。本研究以第二语言词汇附带习得、投入量假说、商务英语及案例教学法为基础，将“案例教学”介入任务与传统的“自然阅读”任务进行对比研究：“案例教学”的介入会对词汇附带习得产生影响吗？在即时习得和延时记忆中，“案例教学”介入和“自然阅读”哪种更有利于词汇的附带习得？如果存在差异，在接受性习得和产出性习得两种效果间是否存在差异？
实验结果表明：（1）“案例教学”介入任务确实能够促进商务英语词汇的附带习得。（2）在即时效果中，“案例教学”介入任务的促进作用并不明显优于“自然阅读”任务。（3）在延时效果中，“案例教学”介入任务的促进作用优于“自然阅读”任务，尤其是在产出性习得方面。
关键词：词汇附带习得；商务英语词汇；自主阅读任务；案例教学介入任务；接受性习得；产出性习得 |
| 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 ... |
| URL | 查看原文
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| Language | 中文
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| Document Type | 学位论文
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| Identifier | https://ir.lzu.edu.cn/handle/262010/227447
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| Collection | 外国语学院
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Recommended Citation
GB/T 7714 |
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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