作者：吴言
页数：155
出版社：暨南大学出版社
出版日期：2023
ISBN：9787566837516
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内容简介
本书重点研究了视听输入模式下的词汇附带习得研究，尤其侧重研究口语中的词汇附带功能，罗列了不少语料库的实证研究成果。本书以对话语料库SwDA为数据基础，考察英语日常对话中词汇附带的语言使用特点，引用数据为词汇附带习得研究提供语言知识和数据支持，拓展了过去以定性为主的词汇附带习得研究；基于语料库的实例，对所有的评价话语进行分类，将评价话语的研究从词汇层面提升到语法结构层面。
作者简介
吴言，博士，副教授，硕士研究生导师，海南省高层次人才，主要从事二语习得及英语教学研究。2018年获国家留学基金委公派赴英国南安普顿大学访学。在北大核心刊物上发表论文数篇，参与部级人文社科基金项目1项，主持及参与海南省教育厅教改项目及海南省“十三五”规划项目数项。2015年“外教社杯”全国外语教学大赛海南赛区三等奖，2016年海南师范大学“十佳教学能手”，指导学生多次在国家级和省市级英语赛事中获奖。
目录
PREFACE
LIST OF TABLES
LIST OF FIGURES
LIST OF ABBREVIATIONS
CHAPTER 1 INTRODUCTION
1.1 Background of the Study
1.2 Aims of the Study
1.3 Research Questions and Hypotheses
1.4 Structure of the Study
CHAPTER 2 LITERATURE REVIEW
2.1 Vocabulary Learning
2.1.1 Word and Three Dimensions
2.1.2 Receptive and Productive Vocabulary Knowledge
2.1.3 Intentional and Incidental Vocabulary Learning
2.2 Previous Studies on L2 Incidental Vocabulary Learning
2.2.1 Incidental Vocabulary Learning through Written Input
2.2.2 Incidental Vocabulary Learning through Audio-visual Input
2.3 Theoretical Framework for Audio-visual Input
2.3.1 Comprehensible Input
2.3.2 The Dual-Coding Theory
2.4 Incidental Vocabulary Learning and Factors
2.4.1 Learners' Pre-existing Vocabulary Knowledge
2.4.2 Frequency of Occurrence
2.4.3 Text Comprehension
2.4.4 Contextual Clues
2.4.5 Motivation
2.4.6 Part of Speech
2.4.7 Word Frequency in Corpus
CHAPTER 3 METHODOLOGY
3.1 Statement for the Methodology
3.2 Participants
3.3 Group Design
3.4 Materials
3.5 Target Words
3.6 Testing Instruments
3.6.1 Target—word Test
3.6.2 Vocabulary Knowledge Test
3.6.3 Comprehension Test
3.6.4 Vocabulary Size Test
3.6.5 Questionnaire
3.7 Treatment Procedures
3.8 Scoring
3.9 Ethic Code for the Study
CHAPTER 4 DATA ANALYSES AND RESULTS
4.1 Effcts of TED-talk Videos and Written Input
4.1.1 Findings from Form Recognition Tests
4.1.2 Findings from Meaning Recall Tests
4.1.3 Findings from Production Tests
4.2 E骼cts of Embedded On.screen L2 Captions
4.2.1 Findings from Form Recognition Tests
4.2.2 Findings from Meaning Recall Tests
4.2.3 Findings from Production Tests
4.3 Effects of Repeated TED-talk Viewing
4.3.1 Findings from Form Recognition Tests
4.3.2 Findings from Meaning RecaU Tests
4.3.3 Findings from Production Tests
4.4 Effectsof Learuer_related Factors
4.4.1 Leamers，Pre-existing Vocabulary Knowledge
4.4.2 Text Comprehension Proficiency
4.4.3 Other Learner.related Factors
4.4.4 IJeamers'V0cabulary Improvement
4.4.5 correlation between Learner-related Factors and Vocabublory Improvement
4.5 Effects of Item-related Factors
CHAPTER 5 DISCUSSION
5.1 Effectsof TED-talk Videos and Written Input
5.2 Effects of Embedded 0n-screen L2 Captions
5.3 Effeets 0f Repeated TED-talk Viewing
5.4 Effects of Learner-related Factors
5.5 Effects of Item.related Factors
CHAPTER 6 CONCLUSION
6.1 Summary of the Findings
6.2 Pedagogical Implications
6.3 Limitations and Suggest!ons for Further Studies
REFERENCES
POSTSCRIPT
LIST OF TABLES
LIST OF FIGURES
LIST OF ABBREVIATIONS
CHAPTER 1 INTRODUCTION
1.1 Background of the Study
1.2 Aims of the Study
1.3 Research Questions and Hypotheses
1.4 Structure of the Study
CHAPTER 2 LITERATURE REVIEW
2.1 Vocabulary Learning
2.1.1 Word and Three Dimensions
2.1.2 Receptive and Productive Vocabulary Knowledge
2.1.3 Intentional and Incidental Vocabulary Learning
2.2 Previous Studies on L2 Incidental Vocabulary Learning
2.2.1 Incidental Vocabulary Learning through Written Input
2.2.2 Incidental Vocabulary Learning through Audio-visual Input
2.3 Theoretical Framework for Audio-visual Input
2.3.1 Comprehensible Input
2.3.2 The Dual-Coding Theory
2.4 Incidental Vocabulary Learning and Factors
2.4.1 Learners' Pre-existing Vocabulary Knowledge
2.4.2 Frequency of Occurrence
2.4.3 Text Comprehension
2.4.4 Contextual Clues
2.4.5 Motivation
2.4.6 Part of Speech
2.4.7 Word Frequency in Corpus
CHAPTER 3 METHODOLOGY
3.1 Statement for the Methodology
3.2 Participants
3.3 Group Design
3.4 Materials
3.5 Target Words
3.6 Testing Instruments
3.6.1 Target—word Test
3.6.2 Vocabulary Knowledge Test
3.6.3 Comprehension Test
3.6.4 Vocabulary Size Test
3.6.5 Questionnaire
3.7 Treatment Procedures
3.8 Scoring
3.9 Ethic Code for the Study
CHAPTER 4 DATA ANALYSES AND RESULTS
4.1 Effcts of TED-talk Videos and Written Input
4.1.1 Findings from Form Recognition Tests
4.1.2 Findings from Meaning Recall Tests
4.1.3 Findings from Production Tests
4.2 E骼cts of Embedded On.screen L2 Captions
4.2.1 Findings from Form Recognition Tests
4.2.2 Findings from Meaning Recall Tests
4.2.3 Findings from Production Tests
4.3 Effects of Repeated TED-talk Viewing
4.3.1 Findings from Form Recognition Tests
4.3.2 Findings from Meaning RecaU Tests
4.3.3 Findings from Production Tests
4.4 Effectsof Learuer_related Factors
4.4.1 Leamers，Pre-existing Vocabulary Knowledge
4.4.2 Text Comprehension Proficiency
4.4.3 Other Learner.related Factors
4.4.4 IJeamers'V0cabulary Improvement
4.4.5 correlation between Learner-related Factors and Vocabublory Improvement
4.5 Effects of Item-related Factors
CHAPTER 5 DISCUSSION
5.1 Effectsof TED-talk Videos and Written Input
5.2 Effects of Embedded 0n-screen L2 Captions
5.3 Effeets 0f Repeated TED-talk Viewing
5.4 Effects of Learner-related Factors
5.5 Effects of Item.related Factors
CHAPTER 6 CONCLUSION
6.1 Summary of the Findings
6.2 Pedagogical Implications
6.3 Limitations and Suggest!ons for Further Studies
REFERENCES
POSTSCRIPT
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