学位专题

封面
声明
Acknowledgements
摘要
Abstract
CONTENTS
Chapter 1 Introduction
1．1 Significance of the study
1．2 Background
1．3 Questions and Hypotheses
Chapter 2 Literature Review
2．1 Second Language Vocabulary Acquisition
2．1．1 The definition of Incidental Vocabulary Acquisition
2．1．2 Incidental--intentional distinction
2．1．3 Acquisition—learning distinction
2．1．4 Necessity of incidental vocabulary learning
2．1．5 Benefits of incidental vocabulary learning
2．2 Empirical studies concerned with IVA home and abroad
2．2．1 Vocabulary size
2．2．2 Topic familiarity
2．2．3 Vocabulary frequency and learners’ guessing ability
2．2．4 Reading tasks
2．3 Three previous used hypotheses for explaining the results of IVA studies
2．3．1 Reading comprehension process：mental model
2．3．2 Noticing and attention
2．3．3 Depth of Processing Hypothesis
2．4 The Involvement Load Hypothesis
2．4．1 The background
2．4．2 The hypothesis and its assumptions
2．4．3 Task-induced involvement load
2．4．4 Empirical research on the Involvement Load Hypothesis
2．4．5 Limitations of the hypothesis
2．5 Empirical study of dictionary use
2．5．1 Marginal gloss and dictionary use
2．5．2 Empirical study
Chapter 3 Research Design
3．1 Questions and hypotheses
3．1．1 Questions
3．1．2 Hypotheses
3．2 Subjects
3．3 Methods
3．3．1 Selection of reading material
3．3．2 Selection of Target words
3．4 Procedures
3．4．1 The pilot study
3．4．2 Grouping
3．4．3 Test of different reading tasks
3．4．4 Immediate test of target words
3．4．5 Delayed test
3．5 Scoring
3．6 Data analysis
Chapter 4 Results and Discussions
4．1 Results
4．1．1 Results of immediate test
4．1．2 Results of delayed test
4．1．3 Results of the retention rate of the four groups
4．1．4 Results for hypothesis 3
4．1．5 Results of the retention rate of the two parts of group3
4．2 Discussion on results
4．2．1 Discussion on results of hypothesisl(comparison between group 3 and group 4)
4．2．2 Discussion on results of hypothesis2
4．2．3 Discussion on results of Hypothesis3(comparison between part1 and part2 of group3)
Chapter 5 Conclusions and Implications
5．1 Summary of the findings
5．2 Pedagogical Implications
5．3 Limitations and recommendations for future research
References
Appendix
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