英语专业硕士毕业答辩ppt概述.ppt
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Production task (n=49)
Pilot Study
Pilot Study
Pilot Study
Pilot Study
Treatment
True or false task
Immediate Posttest
Immediate Posttest
Immediate Posttest
Text
➢ 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.
1. Introduction 2. Literature Review 3. Research Methodology 4. Results and Discussions 5. Conclusion
.,.,
延安大学外国语学院3
Research Orientation:
Why do I choose the theme for my study?
School of Foreign languages, Yan’an University 2012.06.09
.,.,
延安大学外国语学院1
The Outline of Presentation
How ?
Why ?
What?
.,.,
延安大学外国语学院2
The Outline of My Thesis
Immediate
reconstruction Posttest
task
Delayed Posttest
Delayed Posttest
Delayed Posttest
Delayed Posttest
Table 3.1 Design of Experiment
.,.,
延安大学外国语学院8
What?
Note: 1=control group, 2=comprehension group, 3=production group
.,.,
延安大学外国语学1院3
Findings from the Comparison
Delayed test-pretest
Mean
Std.
(I) (J)
Sig.
Difference Error
Secondly, encouraged by Skehan’s Information Processing Model (1999), it can be suggested that intervening in learners’ output process to further second language vocabulary’s learning naturally.
LSD 1 2 -2.0222 3 -1.9847
2 1 2.0222 3 .0375
3 1 1.9847 2 -.0375
.3469 .000 .3415 .000
.3469 .000 .3415 .913
.3415 .000 .3415 .913
-2.707 -2.685
1.337 -.6364
延安大学
An Empirical Study of the Effects of Output Hypothesis on Incidental Vocabulary Acquisition
By Chen JiΒιβλιοθήκη Baidugjing
Supervised by Associate Professor Liu Baining
Comprehension (n=48)
Production (n=49)
Mean
Std. deviation
1.78
1.064
4.05
1.413
4.26
1.464
Gain 2 1.78 3.89 3.61
Table 4.3 Descriptive Statistics of Delayed Test
tasks and learners of comprehension tasks towards the new words’ retention?
.,.,
延安大学外国语学院5
Theories Related to This Study
Related Theories
Output Hypothesis Information Processing Model
(3) It is difficult to control the time of experiment exactly.
.,.,
延安大学外国语学1院7
延安大学
Thank you for your attention!
.,.,
延安大学外国语学1院8
Mean
Std. deviation
Gain 1
3.24
1.525 3.24
5.42
1.617 5.27
5.88
1.579 5.23
Table 4.2 Descriptive Statistics of Immediate Test
.,.,
延安大学外国语学1院1
Delayed Test
Group
Control (n=51)
.,.,
延安大学外国语学1院6
Limitations
(1) The pretest of the experimental design may prompt the learners to notice the new words and sensitize them to vocabulary learning.
Note: 1=control group, 2=comprehension group, 3=production group
.,.,
延安大学外国语学1院4
Findings
➢ Results indicate that there is significant difference between Group 1 and Group 3 both in immediate posttest and delayed posttest.
➢ Memory performance is determined far more by the nature of the processing activities engaged in by the learner.
.,.,
延安大学外国语学1院5
Suggestions
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.
.,.,
延安大学外国语学院4
Research Questions
Q1: Do output tasks facilitate the acquisition of new
words? What conditions cause acquisition of new words in output tasks?
.,.,
延安大学外国语学1院2
Findings from the Comparison
Immediate test -pretest
(I) (J) Mean
Std.
Difference Error
Sig. 95%Condifence Interval Lower Bound Upper Bound
-2.7461 -2.4578
-1.4831 -1.2146
1.4831 -.3432
2.7461 .9000
1.2146 -.9000
2.4578 .3432
The mean difference is significant at the .05 level. Table 4.5 One-way ANOVA: Post Hoc Multiple Comparisons of Gain 2.
Std. Deviation .000 .367 .483
Table 4.1 Descriptive Statistics of Pretest
.,.,
延安大学外国语学1院0
Immediate Test
Group
Control (n=51) Comprehension (n=48) Production (n=49)
2 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?
Involvement Load Hypothesis
.,.,
延安大学外国语学院6
How?
Subjects Instruments Procedures
Research Design
.,.,
延安大学外国语学院7
Procedures
Group
Control (n=51)
Comprehension task (n=48)
1.310 -.7114
-1.337 -1.310
2.707 .7114
2.658 .6364
The mean difference is significant at the .05 Table 4.4 One-way ANOVA: Post Hoc Multiple Comparisons of Gain 1.
LSD 1 2 -2.11461 .32002 .000 3 -1.83622 .31498 .000
2 1 2.11461 3 .27839
.32002 .000 .31498 .378
3 1 1.83622 2 -.27839
.31498 .000 .31498 .378
95%Condifence Interval Lower Bound Upper Bound
1 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.
(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.
Pretest Immediate Test
Delayed Test Comparison
.,.,
Results of Experiment
延安大学外国语学院9
Pretest
Group
Control (n=51)
Comprehension (n=48)
Production (n=49)
Mean .00 .16 .65
Q2: As the acquisition of new words, do learners of
output tasks perform better than learners of comprehension tasks?
Q3: What is the difference between learners of output
Pilot Study
Pilot Study
Pilot Study
Pilot Study
Treatment
True or false task
Immediate Posttest
Immediate Posttest
Immediate Posttest
Text
➢ 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.
1. Introduction 2. Literature Review 3. Research Methodology 4. Results and Discussions 5. Conclusion
.,.,
延安大学外国语学院3
Research Orientation:
Why do I choose the theme for my study?
School of Foreign languages, Yan’an University 2012.06.09
.,.,
延安大学外国语学院1
The Outline of Presentation
How ?
Why ?
What?
.,.,
延安大学外国语学院2
The Outline of My Thesis
Immediate
reconstruction Posttest
task
Delayed Posttest
Delayed Posttest
Delayed Posttest
Delayed Posttest
Table 3.1 Design of Experiment
.,.,
延安大学外国语学院8
What?
Note: 1=control group, 2=comprehension group, 3=production group
.,.,
延安大学外国语学1院3
Findings from the Comparison
Delayed test-pretest
Mean
Std.
(I) (J)
Sig.
Difference Error
Secondly, encouraged by Skehan’s Information Processing Model (1999), it can be suggested that intervening in learners’ output process to further second language vocabulary’s learning naturally.
LSD 1 2 -2.0222 3 -1.9847
2 1 2.0222 3 .0375
3 1 1.9847 2 -.0375
.3469 .000 .3415 .000
.3469 .000 .3415 .913
.3415 .000 .3415 .913
-2.707 -2.685
1.337 -.6364
延安大学
An Empirical Study of the Effects of Output Hypothesis on Incidental Vocabulary Acquisition
By Chen JiΒιβλιοθήκη Baidugjing
Supervised by Associate Professor Liu Baining
Comprehension (n=48)
Production (n=49)
Mean
Std. deviation
1.78
1.064
4.05
1.413
4.26
1.464
Gain 2 1.78 3.89 3.61
Table 4.3 Descriptive Statistics of Delayed Test
tasks and learners of comprehension tasks towards the new words’ retention?
.,.,
延安大学外国语学院5
Theories Related to This Study
Related Theories
Output Hypothesis Information Processing Model
(3) It is difficult to control the time of experiment exactly.
.,.,
延安大学外国语学1院7
延安大学
Thank you for your attention!
.,.,
延安大学外国语学1院8
Mean
Std. deviation
Gain 1
3.24
1.525 3.24
5.42
1.617 5.27
5.88
1.579 5.23
Table 4.2 Descriptive Statistics of Immediate Test
.,.,
延安大学外国语学1院1
Delayed Test
Group
Control (n=51)
.,.,
延安大学外国语学1院6
Limitations
(1) The pretest of the experimental design may prompt the learners to notice the new words and sensitize them to vocabulary learning.
Note: 1=control group, 2=comprehension group, 3=production group
.,.,
延安大学外国语学1院4
Findings
➢ Results indicate that there is significant difference between Group 1 and Group 3 both in immediate posttest and delayed posttest.
➢ Memory performance is determined far more by the nature of the processing activities engaged in by the learner.
.,.,
延安大学外国语学1院5
Suggestions
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.
.,.,
延安大学外国语学院4
Research Questions
Q1: Do output tasks facilitate the acquisition of new
words? What conditions cause acquisition of new words in output tasks?
.,.,
延安大学外国语学1院2
Findings from the Comparison
Immediate test -pretest
(I) (J) Mean
Std.
Difference Error
Sig. 95%Condifence Interval Lower Bound Upper Bound
-2.7461 -2.4578
-1.4831 -1.2146
1.4831 -.3432
2.7461 .9000
1.2146 -.9000
2.4578 .3432
The mean difference is significant at the .05 level. Table 4.5 One-way ANOVA: Post Hoc Multiple Comparisons of Gain 2.
Std. Deviation .000 .367 .483
Table 4.1 Descriptive Statistics of Pretest
.,.,
延安大学外国语学1院0
Immediate Test
Group
Control (n=51) Comprehension (n=48) Production (n=49)
2 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?
Involvement Load Hypothesis
.,.,
延安大学外国语学院6
How?
Subjects Instruments Procedures
Research Design
.,.,
延安大学外国语学院7
Procedures
Group
Control (n=51)
Comprehension task (n=48)
1.310 -.7114
-1.337 -1.310
2.707 .7114
2.658 .6364
The mean difference is significant at the .05 Table 4.4 One-way ANOVA: Post Hoc Multiple Comparisons of Gain 1.
LSD 1 2 -2.11461 .32002 .000 3 -1.83622 .31498 .000
2 1 2.11461 3 .27839
.32002 .000 .31498 .378
3 1 1.83622 2 -.27839
.31498 .000 .31498 .378
95%Condifence Interval Lower Bound Upper Bound
1 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.
(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.
Pretest Immediate Test
Delayed Test Comparison
.,.,
Results of Experiment
延安大学外国语学院9
Pretest
Group
Control (n=51)
Comprehension (n=48)
Production (n=49)
Mean .00 .16 .65
Q2: As the acquisition of new words, do learners of
output tasks perform better than learners of comprehension tasks?
Q3: What is the difference between learners of output