意大利学生初级汉语口语词汇能力发展研究

发布时间：2018-01-10 20:35

本文关键词：意大利学生初级汉语口语词汇能力发展研究　出处：《北京外国语大学》2014年硕士论文　论文类型：学位论文

【摘要】：词汇习得是近年来二语习得研究的重点和热点,通过研究学习者的词汇产出情况,可以帮助我们了解学习者的学习效果和学习规律,从而更好地指导教学、促进学习者语言水平的提高。国内外对于第二语言产出词汇习得的研究主要集中于书面语产出,对口语产出中的词汇发展情况的研究较少,且以共时研究为主,历时研究较少。本文选取了初级阶段的13名意大利汉语学习者,定期跟踪收集了受试3个月内45人次的口语产出语料,转写出共计125.5分钟、6065个词的文本,接着对语料文本进行了6层量化处理,结合对于受试的观察和回溯性访谈,从口语词汇的流利性、多样性、复杂性和准确性四个维度对受试的口语词汇能力的发展变化情况进行了定量和定性的研究。此外,本文还基于微变化研究方法对于受试中的典型案例进行了进一步深入分析,以揭示学习者词汇能力发展的具体阶段特征和细节变化特点。本文研究结果表明,经过了目的语环境下3个月的学习,学习者口语词汇产出的流利性、复杂性和准确性都显著提高,多样性没有显著变化。这四个维度发展的具体情况为：1、在初级阶段,词汇提取困难是造成学习者语言产出不流利的主要原因,流利性的发展伴随着学习者词汇知识的深化和表达策略的进步；2、词汇多样性变化很不稳定,主要受到话语表达的文本长度、学习者的词汇学习方法、词汇表达策略以及对于目的语环境资源的利用程度等因素的影响；3、词汇产出的复杂性呈现较为稳定的上升趋势,在初级阶段,学习者高级词汇的发展存在着短暂的石化现象,这主要与学习者自身的语言水平及其对目的语环境中大量输入的适应程度有关；4、词汇产出的错误率呈现先大幅下降后小幅上升的趋势,学习者对于不同维度的词汇知识的习得呈现出多层次、不平衡的复杂现象,反映出学习者对词汇知识的掌握很不牢固,且很大程度上还受到母语词汇知识系统的影响,但在具体词语的使用上还是呈现出了不同的几种进步模式。此外,不同起点水平的学习者仅在词汇复杂性的发展轨迹上表现出了显著的差异。学习者的口语词汇能力并非呈现简单的线性增长趋势,词汇能力各指标的发展轨迹十分不同,且都具有各自的阶段性特征；各指标内部不同的子系统在变化中相互影响,呈现共同进步或者此消彼长的复杂关系,同时各指标的发展也受到学习者自身的观念、态度和口语表达环境等外部因素的影响。基于以上研究结果,我们针对对外汉语词汇教学提出了以下建议：首先,要重视学习者母语对于目的语词汇习得的影响,适当了解学习者的母语知识,通过母语和目的语的对比,选择正确的教学方法,尽量克服母语负迁移；其次,要帮助学生进行词语内部形-义-用的整合,实现各维度词汇知识的整体提取,并建立第二语言词与词之间的语义网络；再次,要重视语境对词汇习得的作用,在课堂中积极创设自然语境进行词语的讲授和练习,同时鼓励学生积极利用课外目的语环境中的语言资源；最后,应根据学习者词汇能力的发展周期和阶段性特征,有针对性地进行教学,并随时调整。
[Abstract]:Vocabulary acquisition is the hotspot in recent years and the focus of the study of second language acquisition, vocabulary learning and output them through research, can help us understand the learning effect and learning rules of learners, so as to better guide the teaching, promote the improvement of learners' language ability. The domestic and foreign research on second language vocabulary acquisition output mainly focused on writing language output, research on the vocabulary development of oral production in the less, and the synchronic research, diachronic study less. This paper selects the primary stage of the 13 Italy Chinese learners, regularly collected by tracking 45 people in the corpus of oral production within 3 months, a total of 125.5 minutes to write the text. 6065 words, then the text of the 6 layer quantization processing, combined with the observation subjects and retrospective interview from the oral vocabulary fluency, diversity, complexity and accuracy of four The dimension of development and changes in the subjects' oral vocabulary ability of quantitative and qualitative studies. In addition, this paper also changes research methods for typical case test were further analyzed based on the specific stage of revealing the learners' vocabulary ability development characteristics and the details of the changes.
The results of this study indicate that, after 3 months of learning the target language environment, learners' oral English vocabulary in terms of fluency, complexity and accuracy are significantly improved, there was no significant change in diversity. The specific circumstances of the four dimensions of development: 1, in the initial stage, the vocabulary extraction difficulty is the main reason causing learning language output is not fluent, the development of fluency with learners to deepen and express strategy progress of vocabulary knowledge; 2, lexical diversity is not stable, mainly affected by the length of the text of discourse expression, learning methods learning lexicology, vocabulary strategies and expression in the target language environment resource utilization other factors; 3, complexity of vocabulary output rising trend is relatively stable, in the initial stage, the development of advanced vocabulary learners exist fossilization in short, mainly with the learner The language level and the environment of the target language in a large number of inputs to the extent of about 4;, vocabulary output error rate showed the first decline after a slight upward trend, for learners of different dimensions of vocabulary knowledge acquisition presents a multi-level, complex phenomenon of imbalance, reflects the learner's vocabulary knowledge is not firm, and largely affected by native language knowledge system, but in the use of specific words or showing several different patterns of progress. In addition, different starting point level learners in vocabulary development of complex showed significant differences. The learners' oral vocabulary ability is not presents a simple linear growth trend, the development trajectory of each index of vocabulary ability is very different, and has the stage characteristics of respective subsystem; the index of the internal changes in the different phase Mutual influence presents common progress or the complex relationship between them. At the same time, the development of indicators is also influenced by external factors such as learners' perceptions, attitudes and oral environment.
Based on the above results, we focused on the Chinese vocabulary teaching put forward the following suggestions: first, attention should be paid to the influence of learners' vocabulary acquisition for the proper understanding of the learner's native language knowledge, through the comparison of the native language and the target language, choose proper teaching methods, try to overcome the negative transfer of the native language; secondly, to help students the integration of the internal word form meaning - use, realize the overall dimension of vocabulary knowledge extraction, and establish the semantic network between second language words; thirdly, we should pay attention to the role of context in vocabulary, in the classroom actively create natural context for words teaching and practice, and encourage the students to use extracurricular purposes language environment resources; finally, according to the characteristics of the development cycle and stage of learners' vocabulary ability, targeted teaching, and at any time.

【学位授予单位】：北京外国语大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：H195

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