论文题目：初中英语听力教学中教师语码转换与二语解释对学生词汇附带学习效果的对比研究
摘要：在二语的教学中,语码转换与二语解释是两种实际运用的授课语言。但是,教师语码转换是否应该运用在二语教学中始终存在争论。与此同时,词汇附带学习是一种适用的教学辅助方法以促进高效课堂。本研究探讨中国教师语码转换对初中英语听力教学中词汇附带学习的效果,目的是为听力教学中教师两种不同授课语言中的词汇附带学习提供实证证据。迄今为止,已经有关于第一语言（L1）功能的研究在中国的大学生和高中生中进行,但较少关注初中生水平的二语学习者。以往的研究表明,教师语码转换下的英语词汇附带学习是有效的,但其对初中生水平学习者的影响是否显著尚未得到量化数据证明,以往的研究缺少使用质性方法调查教师对日常教学中词汇附带学习的看法。本研究提出了以下三个问题:1.初中学生听力教学中教师语码转换与二语解释对词汇附带学习的短期和长期的对比效果是怎么样的?2.初中学生听力教学中教师语码转换与二语解释对词汇附带学习的对比中,“学习者的注意力”因素有怎么样的影响?3.初中学生听力教学中教师语码转换与二语解释对词汇附带学习的对比中,有经验教师的观点是怎么样的?本研究有三个组合的研究工具:即,教学实验,问卷调查和访谈。来自中国一所初中两个平行班中,二语是英语的86位八年级的学生,分配为一个语码转换班级及一个二语解释班级。在教学实验中,学生进行了词汇的即时测试和延时测试。词汇测试是从一个量化的方式测量教学中的学习效果。学生在教学实验的前、后分别进行了注意力的问卷调查。对一位有经验的初中教师,在教学实验的前、后进行了访谈。教学实验的结果得出了教师语码转换在短期和长期中,对词汇附带学习的效果方面优于二语解释。但是对初中生而言,长期效果不稳定。问卷调查的结果得出了学习者注意力对教学课前、后没有明显差异。从质性的访谈结果得出,听力中的词汇附带学习可以发生,教师语码转换的教学效果优于二语解释。从有经验的教师角度来看,教师语码转换对低水平学习者有显著帮助。因此,在初中学习者的听力教学中,是值得提倡通过语码转换的方式促进英语词汇附带学习。鉴于本研究中的教学实验设计为两次课,对未来研究的建议是,可以增加教学课的次数来获得更严谨的数据。对访谈的优化,可以增加到三至四名有经验的教师作为访谈对象。
关键词：语码转换;词汇附带学习;词汇习得;听力理解
学科专业：学科教学（英语）（专业学位）
Abstract
摘要
List of Abbreviations
Chapter 1 Introduction
1.1 Research background
1.1.1 Challenges
1.1.2 Teaching background of language explanations in English classroom
1.1.3 Teaching background of incidental vocabulary learning in English classroom
1.2 Research significance
1.3 Research purpose
1.4 Thesis structure
Chapter2 Literature review
2.1 Review on incidental vocabulary learning
2.1.1 Definition
2.1.2 Learning,acquisition,incidental vocabulary learning and incidental vocabulary acquisition
2.1.3 Intentional learning and intentional vocabulary instruction
2.1.4 Implicit learning and explicit learning
2.1.5 Early studies on vocabulary incidental learning
2.1.6 Studies on the task involvement of incidental vocabulary learning
2.1.7 Studies on language input modality of vocabulary incidental learning
2.2 Review on Code-switching
2.2.1 Definition
2.2.2 Teacher code-switching and teacher’s use of L1
2.2.3 Studies on the attitude of teacher code-switching
2.2.4 Studies on the features of code-switching
2.2.5 Studies on the combinations from code-switching
2.3 Summary
Chapter3 Theoretical basis
3.1 Notice Hypothesis
3.1.1 Content of Notice Hypothesis
3.1.2 Implications of Notice Hypothesis for this study
3.2 Input enhancement
3.2.1 Content of input enhancement
3.2.2 Implications of input enhancement for this study
3.3 Language transfer
3.3.1 Content of language transfer
3.3.2 Implications of language transfer for this study
Chapter4 Methodology
4.1 Research questions
4.2 Research participants
4.2.1 Initial quantity for three instruments
4.2.2 Quantity adjustment from actual results of experimental tests in data analysis
4.2.3 Quantity adjustment from actual results of questionnaires in data analysis
4.3 Research instruments
4.3.1 Experimental lessons
4.3.2 Questionnaires
4.3.3 Interviews
4.4 Teaching materials
4.5 Teaching procedure
Chapter5 Results and discussion
5.1 Results
5.1.1 Data analysis for the vocabulary tests of experimental lessons
5.1.2 Data analysis for questionnaires
5.1.3 Data analysis for interviews
5.2 Discussion
5.2.1 The first research question
5.2.2 The second research question
5.2.3 The third research question
Chapter6 Conclusion
6.1 Major findings
6.2 Limitations
6.3 Suggestions for future research
References
Appendix Ⅰ Semi-structure questions for the first interview
Appendix Ⅱ Semi-structure questions for the second interview
Appendix Ⅲ Questionnaires
Appendix Ⅳ Vocabulary test for the pre-test
Appendix Ⅴ Listening comprehension paper for the first lesson
Appendix Ⅵ Listening comprehension paper for the second lesson
Appendix Ⅶ Listening texts for the first lesson
Appendix Ⅷ Listening texts for the second lesson
Appendix Ⅸ Immediate vocabulary test for the first lesson
Appendix Ⅹ Immediate vocabulary test for the second lesson
Appendix Ⅺ Delayed vocabulary test for the first lesson
Appendix Ⅻ Delayed vocabulary test for the second lesson
Appendix ⅩⅢ Post vocabulary test
Acknowledgements
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