词汇知识在阅读概括任务中的作用:从词汇广度和深度知识的视角

发布时间：2018-06-01 10:26

本文选题：词汇的广度知识 + 词汇的深度知识　；参考：《上海师范大学》2017年硕士论文

【摘要】：词汇知识是语言技能中的重要构成内容,是提高语言熟练水平的基础。词汇知识演变为两个维度,词汇的广度知识与词汇的深度知识。研究者认为词汇知识和阅读能力存在互为影响关系,不少学者对词汇两个维度知识与阅读能力的关系进行了研究,基本验证了词汇知识与阅读能力的互相促进关系。现有研究对外语学习和教学提供了很多启示,但也存在许多问题。相关研究重视词汇广度知识,忽视词汇深度知识。测量学习者词汇深度知识的方法不一致,测量阅读理解的方法也不一致,这在一定程度上会影响研究结果。鉴于前述问题分析,本研究尝试通过阅读概括的测量方式,旨在探索词汇知识和阅读理解的关系。阅读概括既是英语专业学生要求具备的阅读与研究技能,也是与前人研究不同的测量方法。论文采用实验途径,研究选取某大学40名英语专业的学生作为受试。论文包含三个研究问题:(1)词汇的广度知识与阅读概括能力有什么关系?(2)词汇的深度知识与阅读概括能力有什么关系?(3)在词形变换、近义词、一词多义三个深度词汇知识中,哪一种知识对阅读概括的影响力较大?实验共包含三个测试和一个问卷,三个测试分别为词汇广度测试、词汇深度测试、阅读概括测试。实验以前人的测试为基础,但做了三处明显的修改和调整,包括:词汇广度测试对产出性词汇和接受性词汇的共同测量;词汇深度测试从近义词、一词多义和词形转换三个角度进行测量;通过阅读概括方式测量阅读理解能力。受试对象按要求完成三个测试和问卷。本实验用SPSS软件对实验数据进行了统计分析,得到了以下的结果:(1)词汇的广度知识和阅读概括能力存在显著的正相关;(2)词汇的深度知识和阅读概括能力也存在显著的正相关但其相关系数比广度与阅读的相关系数小;(3)在词形变换、近义词、一词多义这三个深度词汇知识中,一词多义知识对阅读概括能力影响较大。本研究同时提出词汇教学与阅读提高的启示与建议。
[Abstract]:Vocabulary knowledge is an important component of language skills and the basis for improving language proficiency. Lexical knowledge evolves into two dimensions: the breadth of vocabulary and the depth of vocabulary. Many scholars have studied the relationship between lexical knowledge and reading ability and verified the relationship between lexical knowledge and reading ability. The existing research has provided a lot of enlightenment for foreign language learning and teaching, but there are also many problems. The related studies attach importance to the knowledge of vocabulary breadth and neglect the knowledge of depth of vocabulary. The methods of measuring the depth of vocabulary knowledge of learners are inconsistent, and the methods of measuring reading comprehension are also inconsistent, which will affect the results of the study to some extent. In view of the above problem analysis, this study attempts to explore the relationship between lexical knowledge and reading comprehension through the measurement of reading generalization. Reading generalization is not only a reading and research skill required by English majors, but also a different measurement method from previous studies. In this paper, 40 English majors from a university are selected as subjects. The thesis contains three research questions: (1) what is the relationship between the breadth of vocabulary knowledge and the ability to generalize reading? (2) what is the relationship between the depth of vocabulary knowledge and the ability of reading generalization? (3) in the three depth lexical knowledge of lexical transformation, synonym, polysemy, etc. Which knowledge has a greater influence on reading generalization? The experiment consists of three tests and one questionnaire. The three tests are vocabulary span test, vocabulary depth test and reading generalization test. Prior to the experiment, the human test was based on three distinct modifications and adjustments, including the common measurement of productive and receptive vocabulary by the vocabulary breadth test, and the lexical depth test from synonyms. One word polysemy and lexical transformation are measured; reading comprehension is measured by reading generalization. The subjects completed three tests and questionnaires as required. In this experiment, the experimental data were statistically analyzed by SPSS software. The results are as follows: 1) there is a significant positive correlation between vocabulary breadth knowledge and reading generalization ability. (2) depth knowledge and reading generalization ability also have significant positive correlation, but the correlation coefficient ratio breadth is correlated with reading ability. The coefficient is less than 3) in the transformation of word form, Among the three deep lexical knowledge of synonyms and polysemy, polysemous knowledge has a great influence on the ability of reading generalization. At the same time, this study puts forward the enlightenment and suggestions on vocabulary teaching and reading improvement.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

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