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显性教学和隐性教学对初中英语词汇搭配习得效果的研究

Acknowledgements第4-5页
Abstract第5-6页
摘要第7-12页
Chapter One Introduction第12-16页
    1.1 Research Background第12-13页
    1.2 The Purpose and Significance of the Thesis第13-14页
    1.3 Organization of the Thesis第14-16页
Chapter Two Literature Review第16-32页
    2.1 Theoretical Foundations of Explicit and Implicit Instruction第16-19页
        2.1.1 Noticing Hypothesis第16-17页
        2.1.2 Input Hypothesis第17-19页
        2.1.3 The relationship between the theories and the present research第19页
    2.2 Collocation Acquisition第19-22页
        2.2.1 Definition of collocation第19-20页
        2.2.2 Studies on collocation acquisition第20-22页
    2.3 Explicit and Implicit Instruction第22-32页
        2.3.1 Definition of explicit and implicit instruction第23-25页
        2.3.2 Studies on the effect of explicit and implicit instruction第25-32页
Chapter Three Methodology第32-46页
    3.1 Research Questions第32页
    3.2 Research Design第32-37页
        3.2.1 Participants第34页
        3.2.2 Research variables第34-36页
        3.2.3 Teaching materials第36-37页
    3.3 Instruments第37-39页
        3.3.1 Collocation familiarity test第37-38页
        3.3.2 Pre-test and post-test第38-39页
    3.4 Research Procedures第39-43页
        3.4.1 Collocation familiarity test and pre-test第39-40页
        3.4.2 Classroom training第40-43页
        3.4.3 Immediate post-test and delayed post-test第43页
    3.5 Data Collection and Analysis第43-46页
Chapter Four Results and Discussion第46-58页
    4.1 Comparing Explicit Instruction (EI) and Implicit Instruction (Ⅱ) on CollocationAcquisition in General第46-53页
    4.2 Comparing Explicit Instruction (EI) and Implicit Instruction (Ⅱ) on CollocationAcquisition in Long-term Memory第53-58页
Chapter Five Conclusion第58-64页
    5.1 Major Findings of the Study第58-59页
    5.2 Implications for L2 Pedagogy第59-61页
    5.3 Limitations and Suggestions第61-64页
References第64-70页
Appendices第70页
Appendix Ⅰ Collocation Familiarity Test第70-72页
Appendix Ⅱ Pre-test第72-76页
Appendix Ⅲ Post-test第76-82页
攻读学位期间研究成果第82页

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