英语专业大学生四年期间口语复杂度研究

发布时间：2018-05-20 10:55

本文选题：口语发展 + 复杂度　；参考：《华东师范大学》2017年硕士论文

【摘要】：口语能力是二语能力的重要组成部分,也是近年来二语研究的一个热门论题,因此研究者们对口语流利度和准确性进行了大量研究。然而,与口语流利度和准确性相比,口语复杂度的关注却相对不多。研究者调查了影响英语口语能力的因素及如何提高英语口语能力,但相关研究较少涉及口语复杂度的发展问题,其中关于不同水平学生口语复杂度发展模式的研究则更少。为此,本研究采用量化研究与基于具体条目分析相结合的方法,对英语专业大学生及不同水平英语专业学生英语口语复杂度的发展趋势做出全面的分析,试图探索英语专业学生口语复杂度的发展轨迹,并分析不同水平学生口语复杂度的发展轨迹是否相似。本研究被试来自于上海某高校的一个自然班英语专业学生,共19人。通过对他们大学四年期间的四次口语测试进行语料收集;并对四次测试的语料进行转写;根据其专业四级测试水平将其分成高、中、低水平学习者,分析其口语复杂度四年期间发展变化情况。本研究中,口语复杂度的量化研究包括对句法复杂度和词汇复杂度的分析。句法复杂度的测量指标为每个C单位中的平均从句个数,C单位中从句的平均长度以及C单位的平均长度。词汇复杂度的测量指标为词汇多样性,词汇密度以及词汇丰富度;该部分使用了 Antword软件进行协助分析。量化研究主要运用SPSS重复测量工具来判定各指标四年期间是否具有显著性差异。口语复杂度的基于具体条目分析包括根据Ravid的名词级别进行名词研究,尤其是抽象名词研究,以及根据Pienemann的可加工理论进行形态句法研究。基于以上研究指标的分析,主要有以下发现:1.学生总体口语复杂度情况分析结果显示,经过四年的大学学习,英语专业学生的口语复杂度呈现上升趋势。其中,句法复杂度中从句个数及从句长度发展缓慢,而C单位长度在第四年发展显著;词汇复杂度中的词汇多样性及词汇复杂度逐年发展,而词汇密度四年期间变化不显著;名词中第五类通用名词使用最为频繁,抽象名词中第九类抽象名词使用最多;形态句法逐年发展,且低级阶段发展快于高级阶段。2.不同水平学生口语复杂度情况分析结果显示,经过四年的大学学习,不同水平英语专业学生的口语复杂度发展呈现不同的发展态势。就产出的C单位长度,词汇多样性,词汇丰富性,抽象名词的使用以及句法形态第四五阶段等指标而言,高水平学生的口语复杂度发展优于低水平学生。然而,就使用的从句数量、从句长度以及形态句法第三阶段而言,低水平的学生发展快于高水平学生。
[Abstract]:Oral proficiency is an important part of L2 competence, and it is also a hot topic in L2 research in recent years. Therefore, many researchers have done a lot of research on oral fluency and accuracy. However, compared with oral fluency and accuracy, oral complexity is less concerned. The researchers investigated the factors that affect oral English proficiency and how to improve oral English proficiency. However, the development of oral complexity is seldom involved in the related studies, especially in the development patterns of oral complexity of students at different levels. Therefore, this study adopts the method of quantitative research and item-based analysis to make a comprehensive analysis of the development trend of oral English complexity of English majors and English majors of different levels. This paper attempts to explore the development track of oral complexity of English majors and analyze whether the development trajectory of oral complexity of English majors is similar or not. The subjects of this study were 19 English majors from a natural class in a university in Shanghai. By collecting the data from four oral tests during their four-year college years, and transferring the data from the four tests, they were divided into high, middle and low level learners according to their level of CET4. This paper analyzes the development and changes of its oral complexity over a period of four years. In this study, the quantitative study of oral complexity includes the analysis of syntactic complexity and lexical complexity. The measure of syntactic complexity is the average number of clauses in each C unit and the average length of clauses in C unit and the average length of C unit. Lexical complexity is measured by lexical diversity, lexical density and lexical richness, which is analyzed with Antword software. The quantitative research mainly uses the SPSS repeated measurement tool to determine whether there are significant differences in the four years of each index. The analysis of colloquial complexity based on specific items includes the study of nouns according to the noun level of Ravid, especially the study of abstract nouns, and the study of morphology and syntax according to Pienemann's machinability theory. Based on the above analysis, the main findings are as follows: 1. The results show that after four years of college study, the oral complexity of English majors is on the rise. Among them, the number of clauses and the length of clauses in syntactic complexity develop slowly, while the length of C unit develops significantly in the fourth year, the variety of vocabulary and the complexity of vocabulary in lexical complexity develop year by year, but the change of lexical density is not significant during four years. The fifth category of general nouns is used most frequently, and the ninth category of abstract nouns is the most frequently used. The morphological syntax develops year by year, and the lower stage develops faster than the advanced stage. 2. The results show that after four years of college study, the oral complexity of English majors of different levels presents different development trends. In terms of C-unit length, lexical diversity, lexical richness, the use of abstract nouns and the fourth stage of syntactic morphology, the development of oral complexity of high-level students is better than that of lower-level students. However, in terms of the number of clauses used, the length of clauses and the third stage of morphology and syntax, the low level students develop faster than the high level students.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

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