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基于自动语音识别的翻译软件在儿童二外单词训练中的有效性研究--以澳洲一小学为例

Acknowledgements第5-6页
摘要第6-7页
Abstract第7-8页
List of Abbreviation第14-15页
Chapter One Introduction第15-20页
    1.1 Research Background第15-16页
    1.2 Research Aims and Research Questions第16-17页
    1.3 Research Significance第17-18页
    1.4 Organization of the thesis第18-20页
Chapter Two Literature Review第20-30页
    2.1 L2 Vocabulary Learning : An Overview第20-22页
        2.1.1 Significance of L2 Vocabulary Learning and Its Development第20-21页
        2.1.2 Measurement of Vocabulary Learning第21-22页
    2.2 Computer-assisted L2 Vocabulary Learning in the Foreign Context第22-26页
        2.2.1 General Introduction of CALL in the Foreign Context第23页
        2.2.2 Foreign Researches on Computer-assisted L2 Vocabulary Learning第23-25页
        2.2.3 Foreign Application of ASR in L2 Learning第25-26页
    2.3 Computer-assisted L2 Vocabulary Learning in the Chinese Context第26-30页
        2.3.1 General Introduction of CALL in the Chinese Context第26-28页
        2.3.2 Domestic Researches on Computer-assisted L2 Vocabulary Learning第28-29页
        2.3.3 Domestic Application of ASR in L2 teaching第29-30页
Chapter Three Theoretical Framework第30-34页
    3.1 Incidental and Intentional Vocabulary Learning第30-32页
    3.2 Flow theory第32页
    3.3 Zone of Proximal Development第32-34页
Chapter Four Methodology第34-48页
    4.1 Participants第34-35页
    4.2 Instruments第35-40页
        4.2.1 New Words第35-36页
        4.2.2 Automatic Speech Recognition (ASR)-based Translation Software第36-39页
        4.2.3 Classroom Vocabulary Game第39页
        4.2.4 Interview第39-40页
    4.3 Experimental Design第40-46页
        4.3.1 General Introduction第40页
        4.3.2 Quasi-experimental Design第40-42页
        4.3.3 Experiment Procedure第42-45页
        4.3.4 Scoring Method第45-46页
    4.4 Data Analysis Method第46-48页
Chapter Five Results第48-62页
    5.1 Immediate and Delayed Post-test Performance第48-51页
        5.1.1 Overall Performance第48-49页
        5.1.2 Performances after the Three Individual Lessons第49-51页
    5.2 High-proficiency and Low-proficiency Students' Performance第51-54页
        5.2.1 Overall Performance第51-52页
        5.2.2 Performances in the Three Individual Lessons第52-54页
    5.3 Observations and Interviews第54-62页
        5.3.1 Classroom Observation第54-56页
        5.3.2 Students' Interviews第56-62页
Chapter Six Discussion第62-67页
    6.1 The effects of the ASR-based translator on vocabulary learning第62-64页
        6.1.1 Immediate and delayed post-test performance第62-63页
        6.1.2 High-proficiency and Low-proficiency Students' Performance第63-64页
    6.2 Benefits and challenges of using the ASR-based translator第64-67页
        6.2.1 Benefits and challenges for L2 students第64-65页
        6.2.2 Benefits and challenges for L2 teachers第65-67页
Chapter Seven Conclusion第67-71页
    7.1 Summary of the Important Findings第67-69页
    7.2 Limitations of the Study第69-71页
Bibliography第71-77页

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