非英语专业学生词汇负迁移的认知探究

发布时间：2018-03-29 07:04

本文选题：词汇迁移　切入点：词汇负迁移　出处：《延安大学》2017年硕士论文

【摘要】：词汇是构建语言的基石,词汇学习是语言学习的关键。中国大学生在学习英语时,已掌握了较为牢固的母语知识,养成了牢固的母语思维。学习者在英语词汇学习过程中难以摆脱母语的影响。英汉两种语言分属不同的语系,在许多方面它们都存在差异。学习者没有真正掌握英语词汇时,往往借助母语思维表达,词汇负迁移现象由此而生。因此,提高英语教学质量,帮助学生养成良好英语思维习惯,有效避免英语词汇学习过程中的母语负迁移影响显得尤为重要。长期以来,受词汇负迁移的影响,非英语专业学生的英语能力普遍较弱,严重影响到高校外语教育质量的提高。藉此,在综合分析和借鉴既有研究成果的基础上,笔者以延安大学和榆林学院非英语专业大二某专业121名学生为调查对象,通过运用专题测试、作文和访谈等方法,从词形、词性、词义、词的搭配等四个方面对陕北高校非英语专业学生英语词汇负迁移的现状进行了考查。通过对学生所犯错误的分析,试图发现产生词汇负迁移的认知机制,同时提出有针对性的学习策略,以期帮助学生克服词汇迁移的负面影响,提高词汇习得能力。本研究的主要结论是:(1)非英语专业学生比较突出的词汇负迁移错误表现在内涵意义等同、概念意义等同和名词误用;(2)词汇负迁移的发生是由于学习者语义加工的浅层次化,没有形成词汇语义网络,未能建构英汉概念意义和内涵意义不对等的图式。二语结构和范畴是以母语结构和范畴为基础逐渐建立起来的,在母语与二语的类比过程中,母语与二语知识有明显差异,容易发生抑制连接,形成负迁移。为了克服母语负迁移的影响,提高学生词汇习得能力,有效的学习策略应当是在外语教学中建构词汇语义网络,构建词块教学模式,构建二语词汇的语境图式和文化背景图式。
[Abstract]:Vocabulary is the cornerstone of language construction and vocabulary learning is the key to language learning. It is difficult for learners to get rid of the influence of their mother tongue in the process of learning English vocabulary. English and Chinese belong to different language families and there are differences in many aspects. When learners do not really master English vocabulary, The phenomenon of negative transfer of vocabulary often comes from the expression of native language thinking. Therefore, to improve the quality of English teaching and help students develop good English thinking habits, It is very important to avoid the negative transfer of mother tongue in the process of vocabulary learning. For a long time, the English ability of non-English majors is generally weak, because of the negative transfer of vocabulary. The quality of foreign language education in colleges and universities has been seriously affected. On the basis of comprehensive analysis and reference of the existing research results, 121 non-English major sophomores in Yan'an University and Yulin College were investigated. Through the use of thematic tests, composition and interviews, from the word form, part of speech, word meaning, The present situation of negative transfer of English vocabulary among non-English major students in North Shaanxi colleges and universities is examined from four aspects, such as collocation of words. Through the analysis of the mistakes made by students, this paper tries to find out the cognitive mechanism of negative transfer of vocabulary. At the same time, it puts forward targeted learning strategies in order to help students overcome the negative effects of vocabulary transfer. The main conclusion of this study is: (1) Non-English majors' prominent negative transfer errors are the same in meaning. The negative transfer of vocabulary is due to the superficial semantic processing of learners and the lack of lexical semantic network. The second language structure and category are gradually established on the basis of mother tongue structure and category. In the process of analogy between mother tongue and second language, there are obvious differences between mother tongue and second language. In order to overcome the influence of negative transfer of mother tongue and improve students' vocabulary acquisition ability, the effective learning strategy should be to construct lexical semantic network and lexical chunks teaching mode in foreign language teaching. Construct the contextual schema and cultural background schema of L2 vocabulary.
【学位授予单位】：延安大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

【参考文献】