基于语料库的预制语块习得实证研究

发布时间：2018-04-04 08:49

本文选题：词汇习得　切入点：语料库　出处：《东北林业大学》2012年硕士论文

【摘要】：近年来,预制语块逐渐成为应用语言学研究领域的一个重要课题。国内外大量研究表明,预制语块的识别和使用能力高低会影响语言学习者的语言水平。然而,目前国内外大部分研究仍主要集中于预制语块的理论以及它的使用与听、说、读、写、译等分项语言能力的关系上,关于语言学习者该如何有效习得预制语块的研究则相对较少。因此,本研究主要集中于预制语块的习得方面,从识别、使用与记忆三方面衡量习得效果,尝试探索基于语料库的GDPPP (Guidance-Discovery-Presentation-Practice-Production)习得模式以帮助语言学习者习得预制语块。同时,本研究也探讨了在无法使用语料库的情况下,GPPP (Guidance-Presentation-Practice-Production)模式对预制语块习得的效用。本文采用定量与定性相结合的研究方法。作者选取了东北林业大学材料学院大二年级三个自然班作为实验1班、实验2班和控制班。首先对三个班级进行了关于预制语块识别和使用能力的前测,然后对实验1班和实验2班分别应用GDPPP模式和GPPP模式进行了为期十周的培训。为了检验培训效果,培训结束后,对三个班级进行了关于预制语块识别和使用能力的后测,一个月后进行访谈及关于预制语块记忆的延时测试。实验收集的数据均用SPSS19.0统计软件进行分析。研究结果显示：(1)应用GDPPP模式和GPPP模式培训后,实验1班和实验2班学生的预制语块识别能力、使用能力及记忆能力都有明显提高。(2)经过基于语料库模式培训的实验1班学生成绩提高得比未用语料库的实验2班更加明显。(3)与传统语言习得模式相比,基于语料库的习得模式给学生习得预制语块的习惯及提高自主学习能力带来更多积极影响。基于以上发现,作者对英语课堂教学提出以下建议：(1)适当培养学生的预制语块意识,渗透相关知识。(2)在教学中引导学生使用语料库习得预制语块。
[Abstract]:In recent years, prefabricated chunks have gradually become an important subject in the field of applied linguistics.A large number of studies at home and abroad show that the recognition and use of prefabricated chunks can affect the language proficiency of language learners.However, most studies at home and abroad still focus on the theory of prefabricated chunks and the relationship between their use and listening, speaking, reading, writing and translation.There are relatively few studies on how language learners can effectively acquire prefabricated chunks.Therefore, the present study focuses on the acquisition of prefabricated chunks and measures the acquisition effects from three aspects: recognition, use and memory, and attempts to explore a corpus-based acquisition model of GDPPP Guidance-discovery-Presentation-Practice-Productionto help language learners acquire prefabricated chunks.At the same time, this study also explores the effects of the GPPP / Guidance-Presentation-Practice-ProductionModel on prefabricated chunks acquisition without the use of a corpus.In this paper, quantitative and qualitative research methods are used.The author chooses three natural classes as experiment 1, experiment 2 and control class.First, three classes were pre-tested on the recognition and use of prefabricated chunks, and then the experimental class 1 and experiment 2 were trained for 10 weeks using GDPPP and GPPP, respectively.In order to test the effect of the training, three classes were tested on the recognition and use of prefabricated chunks after the training, interviews were conducted after one month and delayed tests on the memory of prefabricated chunks were carried out.The data collected in the experiment were analyzed by SPSS19.0 software.The results showed that after training with GDPPP and GPPP, the students of experiment 1 and 2 were able to recognize prefabricated chunks.Using ability and memory ability were significantly improved.) compared with the traditional language acquisition model, the scores of the students in class 1 were significantly higher than those in the experiment class 2, which were trained on the basis of the corpus model, and were significantly higher than those in the experimental class 2 without using the corpus.Corpus-based acquisition model has more positive effects on students' habit of acquiring prefabricated chunks and improving their autonomous learning ability.Based on the above findings, the author puts forward the following suggestions for English classroom teaching: 1) to properly cultivate students' awareness of prefabricated chunks and to infiltrate relevant knowledge. 2) to guide students to use corpus to acquire prefabricated chunks.
【学位授予单位】：东北林业大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H08

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