英语报刊阅读与词汇附带习得相关性研究
摘要
词汇量是制约外语学习的重要因素。随着《普通高中英语课程标准》(以下简称《新课标》)对高中毕业生词汇量的要求由2000词猛增到3500词,广大师生普遍感觉词汇学习的压力增大。传统的词汇教学方式已经满足不了当前需求,而英语报刊具有生动、时效等特点,无可置疑地成为课程资源中不可或缺的一部分。
根据《新课标》的要求,笔者在教学中尝试把英语报刊引入课堂作为英语教科书的补充材料,让学生在报刊阅读中附带习得词汇。笔者提出的第一个假设是:英语报纸比起传统的阅读材料更有利于学生习得词汇。笔者采用访谈、问卷等定性研究法验证这个假设,将《21世纪英语报——中学生版》确定为研究材料,被试为福建省南平高级中学2006级高二年段的100名学生。结果证明了这一假设的正确性,但学生附带习得词汇并没有达到理想的效果。
因此,笔者提出第二个假设:教师采用良好的词汇教学策略对学生加以指导,可以提高学生在报刊阅读中附带习得词汇的有效性。笔者试图通过实验来检验这一假设。实验期间,实验班的50名同学在教师的指导下运用词汇策略在报刊阅读中习得词汇,控制班的50名同学则通过自主学习在报刊阅读中习得词汇。结果表明,实验班的被试词汇习得的效果明显好于控制班的被试。实验过程中,教师根据高中学生词汇学习的特点,以附带习得词汇理论为依据,指导学生在阅读英语报刊的过程中附带习得词汇,重点使用了五种策略。
本研究的结论是:英语报刊阅读与词汇附带习得具有密切的相关性;英语报纸比起传统的阅读材料更有利于学生习得词汇;教师采用良好的词汇教学策略对学生加以指导,可以提高学生在报刊阅读中附带习得词汇的有效性。
Vocabulary plays a crucial role in learning of a foreign language.Students are required to have a vocabulary of 3500 words instead of 2,000 words after graduating from high school by the New English Curriculum Standards(NECS).There is no doubt that the increase of vocabulary will impose a new challenge on English learners as well as the teachers in high school.Traditional vocabulary teaching seems not to meet the demands of NECS.English newspapers,vivid and updated,are by all means indispensable parts of curriculum resources.
To meet the demands of NECS,the author introduces English newspapers into senior middle school EFL classroom as a supplement to the English textbooks and gets students to achieve incidental vocabulary acquisition(IVA) through reading English newspapers.The first hypothesis presented by the author is that English newspapers meet the needs of the senior middle schoo 1 students for better IVA than traditional reading materials and it is testified to be true by using the qualitative research method,such as,interviews and questionnaires.To test the hypothesis,21~(st) Century—School Edition(21cSE) is chosen as the research text in the first month of the experiment;a total of 100 students participate in the experiment.The effect is not as obvious as expected.
The author presents the second hypothesis that the teacher's instructive intervention facilitates IVA through newspapers reading.The present thesis aims to verify the hypothesis by experiment.50 students in the experimental class(EC) are conducted to read English newspapers during three months' instructive intervention,and 50 in the control class(CC) use the same reading materials without the teacher's intervention.The results show that the students in the EC achieve significantly better IVA than those in the CC.Based on the theories or hypothesis of IVA, some strategies are adopted to instruct the students in the EC in the experiment.
This research reveals that newspaper reading is closely related with IVA,English newspapers meet the students' needs for better IVA than traditional reading materials,and that the teacher's instructive intervention facilitates IVA through newspaper reading.
根据《新课标》的要求,笔者在教学中尝试把英语报刊引入课堂作为英语教科书的补充材料,让学生在报刊阅读中附带习得词汇。笔者提出的第一个假设是:英语报纸比起传统的阅读材料更有利于学生习得词汇。笔者采用访谈、问卷等定性研究法验证这个假设,将《21世纪英语报——中学生版》确定为研究材料,被试为福建省南平高级中学2006级高二年段的100名学生。结果证明了这一假设的正确性,但学生附带习得词汇并没有达到理想的效果。
因此,笔者提出第二个假设:教师采用良好的词汇教学策略对学生加以指导,可以提高学生在报刊阅读中附带习得词汇的有效性。笔者试图通过实验来检验这一假设。实验期间,实验班的50名同学在教师的指导下运用词汇策略在报刊阅读中习得词汇,控制班的50名同学则通过自主学习在报刊阅读中习得词汇。结果表明,实验班的被试词汇习得的效果明显好于控制班的被试。实验过程中,教师根据高中学生词汇学习的特点,以附带习得词汇理论为依据,指导学生在阅读英语报刊的过程中附带习得词汇,重点使用了五种策略。
本研究的结论是:英语报刊阅读与词汇附带习得具有密切的相关性;英语报纸比起传统的阅读材料更有利于学生习得词汇;教师采用良好的词汇教学策略对学生加以指导,可以提高学生在报刊阅读中附带习得词汇的有效性。
Vocabulary plays a crucial role in learning of a foreign language.Students are required to have a vocabulary of 3500 words instead of 2,000 words after graduating from high school by the New English Curriculum Standards(NECS).There is no doubt that the increase of vocabulary will impose a new challenge on English learners as well as the teachers in high school.Traditional vocabulary teaching seems not to meet the demands of NECS.English newspapers,vivid and updated,are by all means indispensable parts of curriculum resources.
To meet the demands of NECS,the author introduces English newspapers into senior middle school EFL classroom as a supplement to the English textbooks and gets students to achieve incidental vocabulary acquisition(IVA) through reading English newspapers.The first hypothesis presented by the author is that English newspapers meet the needs of the senior middle schoo 1 students for better IVA than traditional reading materials and it is testified to be true by using the qualitative research method,such as,interviews and questionnaires.To test the hypothesis,21~(st) Century—School Edition(21cSE) is chosen as the research text in the first month of the experiment;a total of 100 students participate in the experiment.The effect is not as obvious as expected.
The author presents the second hypothesis that the teacher's instructive intervention facilitates IVA through newspapers reading.The present thesis aims to verify the hypothesis by experiment.50 students in the experimental class(EC) are conducted to read English newspapers during three months' instructive intervention,and 50 in the control class(CC) use the same reading materials without the teacher's intervention.The results show that the students in the EC achieve significantly better IVA than those in the CC.Based on the theories or hypothesis of IVA, some strategies are adopted to instruct the students in the EC in the experiment.
This research reveals that newspaper reading is closely related with IVA,English newspapers meet the students' needs for better IVA than traditional reading materials,and that the teacher's instructive intervention facilitates IVA through newspaper reading.
引文
Brown,A.L.1987.Metacognition,executive control,self-regulation,and other more mysterious mechanisms.In Weinert F.E.and Kluwe R.H(eds.) Metacognition,Motivation,and Understanding.Hillsdale New Jersey:Lawrence Erlbaum Associates.65-116.
Clarke,D.& Nation,I.S.P.1980.Guessing the meanings of words from context:strategy and techniques.Journal of System Vol.8(3):211-220.
Decarrico,J.S.2006.Vocabulary learning and teaching In Celce-Murcia,M(eds.) Teaching English as A Second or Foreign Language.Beijing:Foreign Language Teaching and Research Press.285-299.
Dreyer,C.& Oxford,R.L.1996.Learning strategies and other predictors of ESL proficiency among Afrikaans speakers in South Africa In Rebecca L.Oxford(ed.) Language Learning Strategies Around the World:Cross-cultural Perspectives.Honolulu:University of Hawaii,Second Language Teaching &:Curriculum Center.68-69.
Dycus,D.1996.Making jigsaw activities using newspaper articles.The Internet TESL Journal,Vol.2(2).http://iteslj.org/Techniques/Dycus-Jigsaw.html.
Flavell,J.H.1979.Metacognition and cognitive monitoring:A new area of cognitive-developmental inquiry,American Psychologist,Vol.34(10):906-911.
Flavell,J.H.1987.Speculations about the nature and development of metacognition.In Weinert F.E.and Kluwe R.H(eds.) Metacognition,Motivation,and Understanding.Hillsdale New Jersey:Lawrence Erlbaum Associates.21-29.
Harmer,J.1991.The Practice of English Language Teaching.London:Longman.
Hayes,B.L.1991.Effective Strategies for Teaching Reading.MA:Allyn and Bacon.
Johnson,P.1981.Effect on reading comprehension of language complexity and cultural background of a text.TESOL Quarterly Vol.15(2):169-181.
Krashen,S.D.1981.Second Language Acquisition and Second Language Leaning.Washington:Pergamon Press.
Krashen,S.D.1992.Fundamentals of Language Education.Laredo:Laredo Publishing Company.
Krashen,S.D.1993a.The case for free voluntary reading.Canadian Modern Language Review,Vol.50(1):72-82.
Krashen,S.D.1993b.The Power of Reading.Inglewood,CA:Libraries Unlimited.
Krashen,S.D.1998.Comprehensible output.System Vol.26(3):175-182.
Kitao,K.& Kitao,S.K.1989.Reading English Newspapers.Tokyo:Kirihara Shoten.
Laufer,B.& Hulstijn,J,2001.Incidental vocabulary acquisition in second language:The construct of task-induced involvement.Applied Linguistics Vol.22(1):1-26.
Livingston,Jennifer.A.1997.Meta-Cognition:Anoverview.http://www.gse.buffalo.edu/fas/shuell/cep564/Metacog.htm.
Milton,J.& P.M.Meara.1995.How periods abroad affect vocabulary growth in a foreign language.International Journal of Applied Linguistics Vol.107(3):17-34.
Nagy,W.& Herman,P.1985.Incidental vs.instructional approaches to increasing reading vocabulary.Educational Perspectives Vol.23(1):16-21.
Nagy,W.& Herman,P.1987.Breadth and depth of vocabulary knowledge:Implications for acquisition and instruction.In M.McKeown,M.G.& Curtis M.E.(eds.).The Nature of Vocabulary Acquisition.Hillsdale NJ:Lawemce Erlbaum.19-35.
Nagy,W.1997.On the Role of Context in First-And Second-Language Vocabulary Learning.Cambridge:Cambridge University Press.
Nation,I.S.P.1990.Teaching and Learning Vocabulary.New York:Newbury House.
Nunan,D.1989.Designing Tasks for the Communicative Classroom.Cambridge:Cambridge University Press.
Olivares,A.1993,Using the Newspaper to Teach ESL Learners.Newark,DE:Intenrational Reading Association.
O'Malley,J.M.& Chamot,A.U.1990.Learning Strategies in Second Language Acquisition.Cambridge:Cambridge University Press.
Oxford,R.1990.Language Learning Strategies:What Every Teacher Should Know.Rowley,MA.Newbury House.
Oxford,R.L.1996.Language Learning Strategies Around the World:Cross-cultural Perspectives.Manoa:University of Hawaii Press.
Richards,J.& Rogers,T.1995.Approaches and Methods in Language Teaching.Cambridge:Cambridge University Press.
Robinson,P.Ting,S.& Urwin,J.1995.Investigating second language task complexity.RELC Journal Vol.26(2):62-79.
Rubin,J.1995.What the good language learner can tell us.TESOL Quarterly 9(1):41-51.
Schmidt,R.1994a.Deconstructing consciousness in search of useful definitions for applied linguistics.In J.H.Hulstijn,& R.W.Schmidt(eds.),Consciousness and Second Language Learning:Conceptual,Methodological and Practical Issues in Language Learning and Teaching.AILA Review 11Special issue:11-26.
Schmitt,R.1994b.Implicit Learning and the Cognitive Unconscious:Of Artificial Grammars and SLA.In N.C.Ellis(eds.).Implicit and Explicit Learning of Languages.London:Academic Press.165-210.
Schmidt,R.2001.Attention.In P.Robinson(ed.) Cognition and Second Language Instruction.Cambridge:CUP.3-32.
Schmitt,N.& Carter,R.2000.The lexical advantages of narrow reading for second language leaners.Tesol Journal Vol.9(1):4-8.
Swan,M.1987.Learner English.Cambridge:Cambridge University Press.
Wilkins,D.A.1972.Linguistcs and Language Teaching.Chicago:Edward Amold.
Wilkins,D.A.1974.Second-Language Learning and Teaching.London:Edward Arnold.
Zimmerman,C.B.1997.Historical trends in second language vocabulary instruction.In J.Coady & T.Huckin (eds).Second Language Vocabulary Acquisition.Cambridge:Cambridge University Press.
蔡丽华[Cai Lihua],2000,利用英文报刊提高阅读能力,《江西电力职业技术学院学报》(2):47-49。
端木义万[Duan Muyiwan],2001,《美英报刊阅读教程》。北京:北京大学出版社。
端木义万[Duan Muyiwan],2005,报刊教学与外语教改,《外语研究》(1):36-39。
方静[Fangjing],2006,《高中英语报刊阅读教学的研究》。硕士论文,湖南师范大学。
郭丽华[Guo Lihua],1999,谈报刊英语的特点及阅读技巧,《鞍山师范学院学报》(2):80-83。
赖恒静[Lai hengjing],2005,《检验“投入量假设”——论任务引起的投入量对词汇保持的影响》。硕士论文,重庆大学。
刘颖红[Liu Yinghong],2000,英语专业报刊阅读课程的特点及教学设计,《西安外国语大学学报》(4):90-93。
马兴旺[Ma Xingwang],2006,《高中英语报刊阅读教学的实证研究》。硕士论文,湖南师范大学。
毛浩然[Mao Haoran],2004,《高中英语新课程标准词汇全接触》。北京:机械工业出版社。
茆向群[Mao Xiangqun],2005,《英语报纸在中学英语课堂中的使用》。硕士论文,南京师范大学。
梅晓芳[Mei Xiaofang],2006,《利用英文报刊提高学生阅读能力》。硕士论文,北京师范大学。
潘燕[Panyan],2006,《通过英语报刊阅读促进写作能力提高的实验研究》。硕士论文,浙江师范大学。
齐莉[Qili],2006,《“英文报刊阅读”运用于高中阅读教学的行动研究》。硕士论文,首都师范大学。
苏立昌[Su Lichang],1997,《英文报刊阅读指南》。天津:天津科技翻译出版公司。
孙冬梅[Sun Dongmei],2001,掌握现代英语的有效途径——阅读英文报刊,《潍坊高等专科学校学报》(1):91-92。
沈东晖[Shen Donghui],2000,语篇知识与英文报刊阅读,《上海铁道大学学报》(7):98-102。
王忠庆[Wang Zhongqing],2003,《引入英文报纸到高中英语课堂——关于学生阅读发展的个案研究》。硕士论文,浙江师范大学。
文秋芳[Wen Qiufang],1996,《英语学习策略论》。上海:上海外语教育出版社。
张勃[Zhangbo],2004,《英语报刊阅读与高中英语阅读教学》。硕士论文,河北师范大学。
郑少颖[Zheng Shaoying],2006,《利用英语报刊促进阅读教学》。硕士论文,福建师范大学。
周学艺[Zhou Xueyi],2002,《英汉美英报刊词典》。北京:外语教学与研究出版社。
中华人民共和国教育部,2000,《全日制普通高级中学英语教学大纲(试验修订版)》。北京:人民教育出版社。
中华人民共和国教育部,2001,《普通高中英语课程标准(实验)》。北京:人民教育出版社。
Clarke,D.& Nation,I.S.P.1980.Guessing the meanings of words from context:strategy and techniques.Journal of System Vol.8(3):211-220.
Decarrico,J.S.2006.Vocabulary learning and teaching In Celce-Murcia,M(eds.) Teaching English as A Second or Foreign Language.Beijing:Foreign Language Teaching and Research Press.285-299.
Dreyer,C.& Oxford,R.L.1996.Learning strategies and other predictors of ESL proficiency among Afrikaans speakers in South Africa In Rebecca L.Oxford(ed.) Language Learning Strategies Around the World:Cross-cultural Perspectives.Honolulu:University of Hawaii,Second Language Teaching &:Curriculum Center.68-69.
Dycus,D.1996.Making jigsaw activities using newspaper articles.The Internet TESL Journal,Vol.2(2).http://iteslj.org/Techniques/Dycus-Jigsaw.html.
Flavell,J.H.1979.Metacognition and cognitive monitoring:A new area of cognitive-developmental inquiry,American Psychologist,Vol.34(10):906-911.
Flavell,J.H.1987.Speculations about the nature and development of metacognition.In Weinert F.E.and Kluwe R.H(eds.) Metacognition,Motivation,and Understanding.Hillsdale New Jersey:Lawrence Erlbaum Associates.21-29.
Harmer,J.1991.The Practice of English Language Teaching.London:Longman.
Hayes,B.L.1991.Effective Strategies for Teaching Reading.MA:Allyn and Bacon.
Johnson,P.1981.Effect on reading comprehension of language complexity and cultural background of a text.TESOL Quarterly Vol.15(2):169-181.
Krashen,S.D.1981.Second Language Acquisition and Second Language Leaning.Washington:Pergamon Press.
Krashen,S.D.1992.Fundamentals of Language Education.Laredo:Laredo Publishing Company.
Krashen,S.D.1993a.The case for free voluntary reading.Canadian Modern Language Review,Vol.50(1):72-82.
Krashen,S.D.1993b.The Power of Reading.Inglewood,CA:Libraries Unlimited.
Krashen,S.D.1998.Comprehensible output.System Vol.26(3):175-182.
Kitao,K.& Kitao,S.K.1989.Reading English Newspapers.Tokyo:Kirihara Shoten.
Laufer,B.& Hulstijn,J,2001.Incidental vocabulary acquisition in second language:The construct of task-induced involvement.Applied Linguistics Vol.22(1):1-26.
Livingston,Jennifer.A.1997.Meta-Cognition:Anoverview.http://www.gse.buffalo.edu/fas/shuell/cep564/Metacog.htm.
Milton,J.& P.M.Meara.1995.How periods abroad affect vocabulary growth in a foreign language.International Journal of Applied Linguistics Vol.107(3):17-34.
Nagy,W.& Herman,P.1985.Incidental vs.instructional approaches to increasing reading vocabulary.Educational Perspectives Vol.23(1):16-21.
Nagy,W.& Herman,P.1987.Breadth and depth of vocabulary knowledge:Implications for acquisition and instruction.In M.McKeown,M.G.& Curtis M.E.(eds.).The Nature of Vocabulary Acquisition.Hillsdale NJ:Lawemce Erlbaum.19-35.
Nagy,W.1997.On the Role of Context in First-And Second-Language Vocabulary Learning.Cambridge:Cambridge University Press.
Nation,I.S.P.1990.Teaching and Learning Vocabulary.New York:Newbury House.
Nunan,D.1989.Designing Tasks for the Communicative Classroom.Cambridge:Cambridge University Press.
Olivares,A.1993,Using the Newspaper to Teach ESL Learners.Newark,DE:Intenrational Reading Association.
O'Malley,J.M.& Chamot,A.U.1990.Learning Strategies in Second Language Acquisition.Cambridge:Cambridge University Press.
Oxford,R.1990.Language Learning Strategies:What Every Teacher Should Know.Rowley,MA.Newbury House.
Oxford,R.L.1996.Language Learning Strategies Around the World:Cross-cultural Perspectives.Manoa:University of Hawaii Press.
Richards,J.& Rogers,T.1995.Approaches and Methods in Language Teaching.Cambridge:Cambridge University Press.
Robinson,P.Ting,S.& Urwin,J.1995.Investigating second language task complexity.RELC Journal Vol.26(2):62-79.
Rubin,J.1995.What the good language learner can tell us.TESOL Quarterly 9(1):41-51.
Schmidt,R.1994a.Deconstructing consciousness in search of useful definitions for applied linguistics.In J.H.Hulstijn,& R.W.Schmidt(eds.),Consciousness and Second Language Learning:Conceptual,Methodological and Practical Issues in Language Learning and Teaching.AILA Review 11Special issue:11-26.
Schmitt,R.1994b.Implicit Learning and the Cognitive Unconscious:Of Artificial Grammars and SLA.In N.C.Ellis(eds.).Implicit and Explicit Learning of Languages.London:Academic Press.165-210.
Schmidt,R.2001.Attention.In P.Robinson(ed.) Cognition and Second Language Instruction.Cambridge:CUP.3-32.
Schmitt,N.& Carter,R.2000.The lexical advantages of narrow reading for second language leaners.Tesol Journal Vol.9(1):4-8.
Swan,M.1987.Learner English.Cambridge:Cambridge University Press.
Wilkins,D.A.1972.Linguistcs and Language Teaching.Chicago:Edward Amold.
Wilkins,D.A.1974.Second-Language Learning and Teaching.London:Edward Arnold.
Zimmerman,C.B.1997.Historical trends in second language vocabulary instruction.In J.Coady & T.Huckin (eds).Second Language Vocabulary Acquisition.Cambridge:Cambridge University Press.
蔡丽华[Cai Lihua],2000,利用英文报刊提高阅读能力,《江西电力职业技术学院学报》(2):47-49。
端木义万[Duan Muyiwan],2001,《美英报刊阅读教程》。北京:北京大学出版社。
端木义万[Duan Muyiwan],2005,报刊教学与外语教改,《外语研究》(1):36-39。
方静[Fangjing],2006,《高中英语报刊阅读教学的研究》。硕士论文,湖南师范大学。
郭丽华[Guo Lihua],1999,谈报刊英语的特点及阅读技巧,《鞍山师范学院学报》(2):80-83。
赖恒静[Lai hengjing],2005,《检验“投入量假设”——论任务引起的投入量对词汇保持的影响》。硕士论文,重庆大学。
刘颖红[Liu Yinghong],2000,英语专业报刊阅读课程的特点及教学设计,《西安外国语大学学报》(4):90-93。
马兴旺[Ma Xingwang],2006,《高中英语报刊阅读教学的实证研究》。硕士论文,湖南师范大学。
毛浩然[Mao Haoran],2004,《高中英语新课程标准词汇全接触》。北京:机械工业出版社。
茆向群[Mao Xiangqun],2005,《英语报纸在中学英语课堂中的使用》。硕士论文,南京师范大学。
梅晓芳[Mei Xiaofang],2006,《利用英文报刊提高学生阅读能力》。硕士论文,北京师范大学。
潘燕[Panyan],2006,《通过英语报刊阅读促进写作能力提高的实验研究》。硕士论文,浙江师范大学。
齐莉[Qili],2006,《“英文报刊阅读”运用于高中阅读教学的行动研究》。硕士论文,首都师范大学。
苏立昌[Su Lichang],1997,《英文报刊阅读指南》。天津:天津科技翻译出版公司。
孙冬梅[Sun Dongmei],2001,掌握现代英语的有效途径——阅读英文报刊,《潍坊高等专科学校学报》(1):91-92。
沈东晖[Shen Donghui],2000,语篇知识与英文报刊阅读,《上海铁道大学学报》(7):98-102。
王忠庆[Wang Zhongqing],2003,《引入英文报纸到高中英语课堂——关于学生阅读发展的个案研究》。硕士论文,浙江师范大学。
文秋芳[Wen Qiufang],1996,《英语学习策略论》。上海:上海外语教育出版社。
张勃[Zhangbo],2004,《英语报刊阅读与高中英语阅读教学》。硕士论文,河北师范大学。
郑少颖[Zheng Shaoying],2006,《利用英语报刊促进阅读教学》。硕士论文,福建师范大学。
周学艺[Zhou Xueyi],2002,《英汉美英报刊词典》。北京:外语教学与研究出版社。
中华人民共和国教育部,2000,《全日制普通高级中学英语教学大纲(试验修订版)》。北京:人民教育出版社。
中华人民共和国教育部,2001,《普通高中英语课程标准(实验)》。北京:人民教育出版社。