论文目录 | |
| Acknowledgements | 第1-6页 |
| 摘要 | 第6-7页 |
| Abstract | 第7-14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 |
