英语专业硕士毕业答辩ppt课件.ppt
我吓了一跳，蝎子是多么丑恶和恐怖的东西，为什么把它放在这样一个美丽的世界里呢？但是我也感到愉快，证实我的猜测没有错：表里边有一个活的生物延安大学延安大学延安大学外国语学院An Empirical Study of the Effects of An Empirical Study of the Effects of Output Hypothesis on Incidental Output Hypothesis on Incidental Vocabulary AcquisitionVocabulary Acquisition By Chen JingjingSupervised by Associate Professor Liu Baining School of Foreign languages, Yanan University 2012.06.09我吓了一跳，蝎子是多么丑恶和恐怖的东西，为什么把它放在这样一个美丽的世界里呢？但是我也感到愉快，证实我的猜测没有错：表里边有一个活的生物延安大学外国语学院The The Outline of PresentationOutline of Presentation我吓了一跳，蝎子是多么丑恶和恐怖的东西，为什么把它放在这样一个美丽的世界里呢？但是我也感到愉快，证实我的猜测没有错：表里边有一个活的生物延安大学外国语学院The The Outline of My ThesisOutline of My Thesis1. Introduction 2. Literature Review3. Research Methodology4. Results and Discussions5. Conclusion 我吓了一跳，蝎子是多么丑恶和恐怖的东西，为什么把它放在这样一个美丽的世界里呢？但是我也感到愉快，证实我的猜测没有错：表里边有一个活的生物延安大学外国语学院Research Orientation:Research Orientation:Why do I choose the theme for my study?It is a controversial issue whether output is the result of acquisition or the cause of acquisition and whether output process is related to learning process. It is quite natural that many L2 teachers feel uncertain about how to guide their students. Should they require their students to learn words intentional learning is not conducive to language learning? 1 12我吓了一跳，蝎子是多么丑恶和恐怖的东西，为什么把它放在这样一个美丽的世界里呢？但是我也感到愉快，证实我的猜测没有错：表里边有一个活的生物延安大学外国语学院Research QuestionsResearch QuestionsQ1:Q2:Q3:Do output tasks facilitate the acquisition of new words? What conditions cause acquisition of new words in output tasks?As the acquisition of new words, do learners of output tasks perform better than learners of comprehension tasks?What is the difference between learners of output tasks and learners of comprehension tasks towards the new words retention?我吓了一跳，蝎子是多么丑恶和恐怖的东西，为什么把它放在这样一个美丽的世界里呢？但是我也感到愉快，证实我的猜测没有错：表里边有一个活的生物延安大学外国语学院Theories Related to This StudyTheories Related to This StudyOutput HypothesisInformation Processing ModelInvolvement Load Hypothesis我吓了一跳，蝎子是多么丑恶和恐怖的东西，为什么把它放在这样一个美丽的世界里呢？但是我也感到愉快，证实我的猜测没有错：表里边有一个活的生物延安大学外国语学院How?Research DesignSubjectsInstruments Procedures 我吓了一跳，蝎子是多么丑恶和恐怖的东西，为什么把它放在这样一个美丽的世界里呢？但是我也感到愉快，证实我的猜测没有错：表里边有一个活的生物延安大学外国语学院Procedures Group Pilot StudyTreatmentImmediate PosttestDelayed PosttestControl (n=51)Pilot StudyImmediate PosttestDelayed PosttestComprehensiontask (n=48)Pilot StudyTrue or falsetaskImmediate PosttestDelayed PosttestProduction task(n=49)Pilot StudyTextreconstructiontaskImmediate PosttestDelayed PosttestTable 3.1 Design of Experiment我吓了一跳，蝎子是多么丑恶和恐怖的东西，为什么把它放在这样一个美丽的世界里呢？但是我也感到愉快，证实我的猜测没有错：表里边有一个活的生物延安大学外国语学院What?Results of ExperimentPretest Immediate Test Delayed Test Comparison我吓了一跳，蝎子是多么丑恶和恐怖的东西，为什么把它放在这样一个美丽的世界里呢？但是我也感到愉快，证实我的猜测没有错：表里边有一个活的生物延安大学外国语学院Pretest GroupMeanStd. Deviation Control (n=51).00.000Comprehension (n=48).16.367Production (n=49).65.483Table 4.1 Descriptive Statistics of Pretest我吓了一跳，蝎子是多么丑恶和恐怖的东西，为什么把它放在这样一个美丽的世界里呢？但是我也感到愉快，证实我的猜测没有错：表里边有一个活的生物延安大学外国语学院Immediate Test GroupMeanStd. deviationGain 1 Control (n=51)3.241.5253.24Comprehension (n=48)5.421.6175.27Production (n=49)5.881.5795.23Table 4.2 Descriptive Statistics of Immediate Test我吓了一跳，蝎子是多么丑恶和恐怖的东西，为什么把它放在这样一个美丽的世界里呢？但是我也感到愉快，证实我的猜测没有错：表里边有一个活的生物延安大学外国语学院Delayed Test Table 4.3 Descriptive Statistics of Delayed TestGroupMeanStd. deviationGain 2Control(n=51)1.781.0641.78Comprehension (n=48)4.051.4133.89Production (n=49)4.261.4643.61我吓了一跳，蝎子是多么丑恶和恐怖的东西，为什么把它放在这样一个美丽的世界里呢？但是我也感到愉快，证实我的猜测没有错：表里边有一个活的生物延安大学外国语学院Findings from the Comparison(I) (J)MeanDifferenceStd.ErrorSig.95%Condifence IntervalLower Bound Upper BoundLSD 1 2 3-2.0222-1.9847.3469.3415.000.000-2.707-2.685-1.337-1.310 2 132.0222 .0375.3469.3415.000.9131.337-.63642.707.7114 3 121.9847-.0375.3415.3415.000.9131.310-.71142.658.6364The mean difference is significant at the .05Table 4.4 One-way ANOVA: Post Hoc Multiple Comparisons of Gain 1.Note: 1=control group, 2=comprehension group, 3=production groupImmediate test -pretest我吓了一跳，蝎子是多么丑恶和恐怖的东西，为什么把它放在这样一个美丽的世界里呢？但是我也感到愉快，证实我的猜测没有错：表里边有一个活的生物延安大学外国语学院Findings from the Comparison(I) (J)MeanDifferenceStd.ErrorSig.95%Condifence IntervalLower BoundUpper BoundLSD 1 2 3-2.11461-1.83622.32002.31498.000.000-2.7461-2.4578-1.4831-1.2146 2 132.11461.27839.32002.31498.000.3781.4831 -.34322.7461.9000 3 121.83622-.27839.31498.31498.000.3781.2146-.90002.4578.3432The mean difference is significant at the .05 level.Table 4.5 One-way ANOVA: Post Hoc Multiple Comparisons of Gain 2.Note: 1=control group, 2=comprehension group, 3=production groupDelayed test-pretest我吓了一跳，蝎子是多么丑恶和恐怖的东西，为什么把它放在这样一个美丽的世界里呢？但是我也感到愉快，证实我的猜测没有错：表里边有一个活的生物延安大学外国语学院Findings Findings Results indicate that there is significant difference between Group 1 and Group 3 both in immediate posttest and delayed posttest. The condition leading to the acquisition of more new words in output activities are noticing, word-induced involvement load and reoccurrence of the target item. Memory performance is determined far more by the nature of the processing activities engaged in by the learner. 我吓了一跳，蝎子是多么丑恶和恐怖的东西，为什么把它放在这样一个美丽的世界里呢？但是我也感到愉快，证实我的猜测没有错：表里边有一个活的生物延安大学外国语学院Suggestions Suggestions Secondly, encouraged by Skehans Information Processing Model (1999), it can be suggested that intervening in learners output process to further second language vocabularys learning naturally. Firstly , due to output exerts a critical effect on the acquisition of unknown words, it is natural and well-reasoned that language vocabulary instruction is supposed to be output-oriented other than comprehension-oriented. 我吓了一跳，蝎子是多么丑恶和恐怖的东西，为什么把它放在这样一个美丽的世界里呢？但是我也感到愉快，证实我的猜测没有错：表里边有一个活的生物延安大学外国语学院Limitations Limitations (1) The pretest of the experimental design may prompt the learners to notice the new words and sensitize them to vocabulary learning. (2) An important limitation of the study concerns the small sample. Detailed classroom-based studies may not be generalizable to a larger population of learners. (3) It is difficult to control the time of experiment exactly. 我吓了一跳，蝎子是多么丑恶和恐怖的东西，为什么把它放在这样一个美丽的世界里呢？但是我也感到愉快，证实我的猜测没有错：表里边有一个活的生物延安大学延安大学延安大学外国语学院Thank you for your attention!
