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1、延安大學(xué)外國(guó)語(yǔ)學(xué)院Why ?How ?What? The The Outline of PresentationOutline of Presentation第1頁(yè)/共18頁(yè)延安大學(xué)外國(guó)語(yǔ)學(xué)院The The Outline of My ThesisOutline of My Thesis1. Introduction 2. Literature Review3. Research Methodology4. Results and Discussions5. Conclusion 第2頁(yè)/共18頁(yè)延安大學(xué)外國(guó)語(yǔ)學(xué)院Research Orientation:Research Orientatio

2、n: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 t

3、hey require their students to learn words intentional learning is not conducive to language learning? 1 12第3頁(yè)/共18頁(yè)延安大學(xué)外國(guó)語(yǔ)學(xué)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 acqui

4、sition 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?第4頁(yè)/共18頁(yè)延安大學(xué)外國(guó)語(yǔ)學(xué)院Theories Related to This StudyTheories Related to This Stu

5、dyOutput HypothesisInformation Processing ModelInvolvement Load Hypothesis第5頁(yè)/共18頁(yè)延安大學(xué)外國(guó)語(yǔ)學(xué)院How?Research DesignSubjectsInstruments Procedures 第6頁(yè)/共18頁(yè)延安大學(xué)外國(guó)語(yǔ)學(xué)院Procedures Group Pilot StudyTreatmentImmediate PosttestDelayed PosttestControl (n=51)Pilot StudyImmediate PosttestDelayed PosttestComprehensio

6、ntask (n=48)Pilot StudyTrue or falsetaskImmediate PosttestDelayed PosttestProduction task(n=49)Pilot StudyTextreconstructiontaskImmediate PosttestDelayed PosttestTable 3.1 Design of Experiment第7頁(yè)/共18頁(yè)延安大學(xué)外國(guó)語(yǔ)學(xué)院What?Results of ExperimentPretest Immediate Test Delayed Test Comparison第8頁(yè)/共18頁(yè)延安大學(xué)外國(guó)語(yǔ)學(xué)院Pr

7、etest GroupMeanStd. Deviation Control (n=51).00.000Comprehension (n=48).16.367Production (n=49).65.483Table 4.1 Descriptive Statistics of Pretest第9頁(yè)/共18頁(yè)延安大學(xué)外國(guó)語(yǔ)學(xué)院Immediate Test GroupMeanStd. deviationGain 1 Control (n=51)3.241.5253.24Comprehension (n=48)5.421.6175.27Production (n=49)5.881.5795.23Tab

8、le 4.2 Descriptive Statistics of Immediate Test第10頁(yè)/共18頁(yè)延安大學(xué)外國(guó)語(yǔ)學(xué)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第11頁(yè)/共18頁(yè)延安大學(xué)外國(guó)語(yǔ)學(xué)院Findings from the Comparison(I) (J)Mea

9、nDifferenceStd.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

10、 One-way ANOVA: Post Hoc Multiple Comparisons of Gain 1.Note: 1=control group, 2=comprehension group, 3=production groupImmediate test -pretest第12頁(yè)/共18頁(yè)延安大學(xué)外國(guó)語(yǔ)學(xué)院Findings from the Comparison(I) (J)MeanDifferenceStd.ErrorSig.95%Condifence IntervalLower BoundUpper BoundLSD 1 2 3-2.11461-1.83622.32002.3

11、1498.000.000-2.7461-2.4578-1.4831-1.2146 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 gro

12、up, 2=comprehension group, 3=production groupDelayed test-pretest第13頁(yè)/共18頁(yè)延安大學(xué)外國(guó)語(yǔ)學(xué)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

13、 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. 第14頁(yè)/共18頁(yè)延安大學(xué)外國(guó)語(yǔ)學(xué)院Suggestions Suggestions Secondly, encouraged by Skehans Information Processin

14、g 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 sup

15、posed to be output-oriented other than comprehension-oriented. 第15頁(yè)/共18頁(yè)延安大學(xué)外國(guó)語(yǔ)學(xué)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.