高中生英语听力词汇量与阅读词汇量的相关性研究

发布时间：2018-01-03 07:06

本文关键词：高中生英语听力词汇量与阅读词汇量的相关性研究　出处：《闽南师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：英语词汇研究一直都是第二语言研究中的热点话题,各国的研究者不断开辟新的视角来探索词汇习得方法,并运用多种不同测量工具和研究方法深入研究词汇教学,促进这一领域的相关研究不断向纵深方向发展。笔者通过整理知网查阅到的相关文献,发现关于英语词汇的研究成果繁多,然而当我们把研究视角缩小到阅读词汇和听力词汇的时候,会发现该视域下的研究成果则大大减少,研究者对于阅读词汇的探讨相对多些,而针对听力词汇的探讨则较少,对两种词汇的结合研究就更少了。此外,在高中英语课堂教学实际中,我们时常会遇到这样的情形:同一个单词,学生只有看到才领会其意思,听的时候却不知所云。笔者认为,导致此种现象的可能原因之一就是学生的听力词汇量水平与其阅读词汇量水平的差异。为了验证高中学生的听力词汇量水平是否比其阅读词汇量水平低,并找出这两种词汇量水平之间的相关性规律,笔者以漳州市某中学高一年级两个平行班学生为测试对象,两个班分别57人,共114人,以改编的词汇量水平测试卷和听、读水平测试卷作为主要的测量工具,对学生分别进行词汇量水平测试和听、读交叉测试,然后借助SPSS21.0对这三项测试结果进行描述性统计和相关性分析,还对学生的总体词汇量水平进行分组讨论,从而探讨学生英语听读词汇量相关性的变化规律,并运用相关理论(即克拉申的输入理论和信息加工理论)解释这一变化规律。因此,本研究试图回答以下四个问题:(1)高中生英语词汇量水平如何?(2)词汇难度的变化对高中生的听力词汇量水平和阅读词汇量水平有何影响?(3)不同词汇量水平者的听读词汇量水平有何差异?(4)高中生英语听力词汇量水平和阅读词汇量水平有何相关性?通过数据分析与讨论,本研究发现:(1)高中生英语听力词汇量比较匮乏,且听力词汇量水平远低于其阅读词汇量水平;(2)高中生英语词汇量水平和听读词汇量水平均随着词汇难度的增大而减少;(3)总体词汇量水平越高的学生,他们的听读词汇量水平也相对更高,二者呈正相关关系;(4)高中生的英语听力词汇量与阅读词汇量的相关关系为显著正相关,且这两种词汇量的相关性随着词汇难度的增大而变小。基于上述所发现的听读词汇量的相关性规律,结合本研究的理论基础(即克拉申的输入理论和信息加工理论),本文提出了一些切实可行的高中英语词汇教学建议,比如课标中可以增加对于听力词汇的要求、加大对学生的可理解性听力输入量、注重单词发音的准确性、重视词汇的音形和音义贯通、采取各种措施加强听力词汇教学等,以期能够推动学生的阅读词汇向听力词汇的成功转化,从而扩大学生的听力词汇量,帮助学生攻克听力理解中的听力词汇障碍,提高学生听音识别词义和词形的能力,逐渐缩小其词汇听读识别能力的差距,并促使学生的词汇阅读水平和词汇听力水平得到更为均衡的发展。
[Abstract]:The study of English vocabulary has always been a hot topic in second language research, the researchers of all countries continue to open up a new perspective to explore the vocabulary acquisition method, and use a variety of different measurement tools and research methods in-depth study of vocabulary teaching, and promote the related research in this area continues to develop in depth. The related literatures refer to HowNet the research results found on English vocabulary range, but when we put the perspective down to reading vocabulary and listening vocabulary, will find the research results of this perspective is greatly reduced, the study for reading vocabulary relatively more, and to explore the listening vocabulary is less, the combination of two words even less. In addition, in the high school English classroom teaching practice, we often encounter such a situation: the same words, students only see it brought Will it mean, listen but incomprehensible. The author believes that the differences may one of the reasons leading to this phenomenon is that students' listening vocabulary level and vocabulary level reading. In order to verify the high school students' listening vocabulary level is better than the low level of reading vocabulary, and find out the correlation between the two levels of vocabulary, the author in Zhangzhou a high school in the first grade two classes of students for the test object, the two classes were 57 people, a total of 114 people, in order to adapt the vocabulary proficiency test and listening, reading proficiency test as the main measurement tool, the students were reading and listening vocabulary level test, cross test, and then with the help of SPSS21.0 the three test results of descriptive statistics and correlation analysis, a discussion of students' overall level of vocabulary, so as to explore the students' English Listening Vocabulary Changes of correlation, and using the related theory (i.e., Krashen's input theory and information processing theory) to explain this variation. Therefore, this study attempts to answer the following four questions: (1) high school students English vocabulary level? (2) the change of lexical difficulty on students' listening vocabulary level and reading what is the effect of vocabulary level? (3) different levels of vocabulary listening and reading vocabulary level differences? (4) high school students' English listening vocabulary level and vocabulary level reading what is the relevance? Through data analysis and discussion, this study found that: (1) high school students' English listening vocabulary is relatively scarce, and the listening vocabulary level far below the level of reading vocabulary; (2) reading and listening vocabulary level were reduced with increase of the lexical difficulty of English vocabulary in senior high school; (3) the overall vocabulary with higher levels of students, their listening and reading The vocabulary level is relatively high, the two positive correlation; (4) correlation between high school students' English listening vocabulary and reading vocabulary is a significant positive correlation, and the correlation between the two kinds of vocabulary with increasing vocabulary difficulty becomes smaller. The law of the correlation between listening and reading vocabulary found based on the basis of the theory this study (i.e., Krashen's input theory and information processing theory), this paper puts forward some feasible suggestions on English Vocabulary Teaching in senior high school, for example, can increase the requirements for listening vocabulary curriculum, to increase students' comprehensible listening input, focus on the accuracy of pronunciation, vocabulary and pronunciation and form value and through, take various measures to strengthen the vocabulary teaching, in order to promote the students' reading vocabulary to listening vocabulary successfully transformed, so as to expand the students' listening vocabulary, help Students can overcome the obstacles of listening and vocabulary in listening comprehension, improve their listening ability, recognize their meaning and form, and gradually narrow their differences in listening, speaking, reading and recognition, and stimulate students' vocabulary reading level and vocabulary listening level to develop more evenly.

【学位授予单位】：闽南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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