语音意识水平与语音注释对中国大学生二语阅读中附带词汇学习的影响

发布时间：2018-03-06 14:19

本文选题：附带词汇学习　切入点：语音意识　出处：《西北农林科技大学》2012年硕士论文　论文类型：学位论文

【摘要】：二十世纪九十年代二语阅读中的附带词汇习得受到了语言学家们的广泛的关注。国内外学者们关于影响阅读中二语附带词汇习得的因素展开了大量实证研究，其中包括对学习者因素，语境线索，词汇特征，阅读任务，词汇注释方式的研究。然而，语音意识，作为预测母语及二语单词认读能力及阅读能力发展有效指标却没有受到足够的关注。另外，已有的实验研究大多通过词义记忆测验检验附带词汇学习的效果，并没有考虑词汇的语音及词形表征。因此，在总结前人研究成果及归纳相关文献的基础上,本研究通过2x2两因素混合设计的阅读实验，并结合测试后采访的研究方法调查了某大学60名非英语专业大学生的语音意识水平及语音注释对阅读中附带词汇学习的影响。通过对定量研究的数据和定性研究的资料进行分析讨论，本研究得出以下研究结果： 1.在二语阅读中，拥有较强语音意识的学生能够较高效准确地通过的语音通道对陌生词汇进行语音解码，，这一过程可促使其获得深刻且可靠的单词音形结构记忆，及紧密交织联系在一起的语音，词形及语义知识。 2.在二语阅读中，较高语音意识水平的学生更善于利用语音注释对陌生词汇进行语音加工，而语音意识较差的学生往往由于语音能力不足而无法有效利用语音注释。以上的研究发现给外语教学提供了一些启示：1）在二语教学中，教师应该重视语音意识的培养，提高学生加工书面词汇的速度及效率，以实现词汇能力的快速发展。2）英语阅读材料的编写者应合理设计词汇语音注释，使学习者在阅读中能够更顺利、更有效的实现高质量的词汇附带学习。本文在最后部分反思了本研究存在的不足，并且提出了几点对以后研究的建议。
[Abstract]:In 1990s, incidental vocabulary acquisition in second language reading was widely concerned by linguists. Scholars at home and abroad have carried out a large number of empirical studies on the factors affecting incidental vocabulary acquisition in second language reading. This includes a study of learner factors, contextual cues, lexical features, reading tasks, and lexical annotation. However, phonological awareness, As an effective indicator to predict the development of native and second language words, however, insufficient attention has been paid to it. In addition, most of the previous experimental studies have tested the effects of incidental vocabulary learning through semantic memory tests. The phonetic and lexical representation of words is not considered. Therefore, on the basis of summarizing the previous research results and summarizing the relevant literature, the reading experiment designed by 2x2 mixed factors is adopted in this study. Based on the post-test interview, this paper investigates the phonological awareness of 60 non-English major college students and the influence of phonetic annotation on incidental vocabulary learning in reading. Through the analysis and discussion of the data of quantitative and qualitative studies, the following results are obtained:. 1. In second language reading, students with strong phonological awareness can decode unfamiliar words in a more efficient and accurate phonological channel, which can lead them to acquire deep and reliable phonetic and structural memory of words. And closely interwoven phonetic, lexical and semantic knowledge. 2. In second language reading, students with higher phonological awareness are better at using phonetic annotation to process unfamiliar words, while students with poor phonological awareness are often unable to use phonetic annotation effectively because of their poor phonological ability. In the second language teaching, teachers should pay attention to the cultivation of phonological awareness and improve the speed and efficiency of students' processing of written vocabulary. In order to achieve the rapid development of lexical competence, the compilers of English reading materials should design the lexical phonetic annotation reasonably, so that learners can be more smooth in reading and more effective in achieving high-quality incidental vocabulary learning. In the last part of this paper, we reflect on the shortcomings of this study, and put forward some suggestions for future research.
【学位授予单位】：西北农林科技大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H09

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