关于来华留学生汉语词汇策略的使用及其与词汇水平的相关性研究
发布时间：2018-08-27 17:03
【摘要】：词汇是语言的一个重要因素,它反映了语言的不同方面。但是在语言学界,对词汇研究的重要性在很长一段时间内都被人们忽视。直到十九世纪八十年代,对词汇习得的研究才开始逐渐增加。迄今为止,国内外已经涌现出大量的关于词汇的研究。然而除了这些研究成果外,对词汇策略尤其是对留学生汉语词汇策略的研究少之又少。汉语作为一种古老传统的语言,以它独特的魅力正享受着来自世界各个国家和地区人们的喜爱。汉语词汇正是这些汉语学习者遇到的最厄待解决的问题之一。因此,本文对来华留学生汉语词汇策略的研究就显得相当重要. 本文主要根据O'MalleyChamot (1990),GuJohnson(1996)以及Schimitt(1997)关于词汇策略的研究理论,将词汇学习策略分为四个维度：元认知策略、认知策略、记忆策略和社交情感策略。本文采用了定量研究的方法,对来华留学生进行问卷调查和词汇能力测试。此外,还运用到了SPSS17.0和Excel2007对搜集的样本进行分析,包括描述性语言分析和皮尔森相关性分析。 通过定量分析得到的结果如下： 1)问卷中列出的所有策略均被学生使用,且使用的频率较高。在四类大策略中,记忆策略的使用频率最高,其次是认知策略、元认知策略和社交情感策略。在17个小策略中,记笔记、重复记忆和情景应用策略使用的频率最高,而社交策略、寻求帮助和分类策略则不受学生欢迎。 2)留学生更倾向于选择浅层次的策略,如重复记忆和母语策略,而要进行信息分析和重组的深层次策略则较少地被学生采用,如分类策略。 3)留学生较少使用社交情感策略。他们更喜欢独立地学习词汇。 4)留学生的汉语词汇水平和记忆策略以及认知策略具有显著的相关性。与元认知策略的相关性较低,而与社交情感策略没有显著的相关性。 本文共分为5部分,第一部分介绍了本文的研究背景、研究目的和意义以及论文的结构。第二部分讨论了相关的概念和文献研究。第三部分侧重于本次研究的设计,包括问卷设计,被调查对象以及研究工具。第四部分则详细分析了调查的数据。最后一部分总结了分析得出的结论,对发现的问题给出了建议和启示。并阐述了本文研究的不足和今后研究的建议。
[Abstract]:Vocabulary is an important factor in language. It reflects different aspects of language. However, the importance of lexical research has been neglected for a long time. It was not until the 1880s that the study of vocabulary acquisition began to increase. Up to now, there have been a lot of researches on vocabulary both at home and abroad. However, in addition to these findings, there are few researches on vocabulary strategies, especially on the Chinese vocabulary strategies of foreign students. As an ancient and traditional language, Chinese enjoys the love of people from all countries and regions with its unique charm. Chinese vocabulary is one of the most difficult problems encountered by Chinese learners. Therefore, the study of Chinese vocabulary strategies for foreign students in China is very important. Based on the theories of O'MalleyChamot (1990) GuJohnson (1996) and Schimitt (1997) on vocabulary strategies, this paper divides vocabulary learning strategies into four dimensions: metacognitive strategies, memory strategies and social affective strategies. In this paper, a quantitative study is carried out to investigate and test the vocabulary competence of foreign students in China. In addition, SPSS17.0 and Excel2007 are applied to analyze the collected samples, including descriptive language analysis and Pearson correlation analysis. The results obtained by quantitative analysis are as follows: 1) all the strategies listed in the questionnaire are used by students and the frequency of using them is high. Among the four strategies, memory strategies are used most frequently, followed by cognitive strategies, metacognitive strategies and social affective strategies. Of the 17 small strategies, note-taking, repetitive memory and situational application were the most frequently used strategies, while social strategies, seeking help and categorizing strategies were not popular among students. 2) International students were more likely to choose superficial strategies. For example, repetitive memory and native language strategies, while the deep strategies for information analysis and recombination are less used by students, such as classification strategies. 3) Foreign students use less social affective strategies. They prefer to learn vocabulary independently. 4) there is significant correlation between Chinese vocabulary level, memory strategy and cognitive strategy. The correlation with metacognitive strategies is low, but not with social affective strategies. This paper is divided into five parts. The first part introduces the research background, research purpose and significance, and the structure of the paper. The second part discusses the related concepts and literature research. The third part focuses on the design of this study, including questionnaire design, subjects and research tools. The fourth part analyzes the survey data in detail. In the last part, the conclusion of the analysis is summarized, and some suggestions and revelations are given. At the same time, the deficiency of this paper and the suggestion of future research are expounded.
【学位授予单位】：中国地质大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195
本文编号：2207888
[Abstract]:Vocabulary is an important factor in language. It reflects different aspects of language. However, the importance of lexical research has been neglected for a long time. It was not until the 1880s that the study of vocabulary acquisition began to increase. Up to now, there have been a lot of researches on vocabulary both at home and abroad. However, in addition to these findings, there are few researches on vocabulary strategies, especially on the Chinese vocabulary strategies of foreign students. As an ancient and traditional language, Chinese enjoys the love of people from all countries and regions with its unique charm. Chinese vocabulary is one of the most difficult problems encountered by Chinese learners. Therefore, the study of Chinese vocabulary strategies for foreign students in China is very important. Based on the theories of O'MalleyChamot (1990) GuJohnson (1996) and Schimitt (1997) on vocabulary strategies, this paper divides vocabulary learning strategies into four dimensions: metacognitive strategies, memory strategies and social affective strategies. In this paper, a quantitative study is carried out to investigate and test the vocabulary competence of foreign students in China. In addition, SPSS17.0 and Excel2007 are applied to analyze the collected samples, including descriptive language analysis and Pearson correlation analysis. The results obtained by quantitative analysis are as follows: 1) all the strategies listed in the questionnaire are used by students and the frequency of using them is high. Among the four strategies, memory strategies are used most frequently, followed by cognitive strategies, metacognitive strategies and social affective strategies. Of the 17 small strategies, note-taking, repetitive memory and situational application were the most frequently used strategies, while social strategies, seeking help and categorizing strategies were not popular among students. 2) International students were more likely to choose superficial strategies. For example, repetitive memory and native language strategies, while the deep strategies for information analysis and recombination are less used by students, such as classification strategies. 3) Foreign students use less social affective strategies. They prefer to learn vocabulary independently. 4) there is significant correlation between Chinese vocabulary level, memory strategy and cognitive strategy. The correlation with metacognitive strategies is low, but not with social affective strategies. This paper is divided into five parts. The first part introduces the research background, research purpose and significance, and the structure of the paper. The second part discusses the related concepts and literature research. The third part focuses on the design of this study, including questionnaire design, subjects and research tools. The fourth part analyzes the survey data in detail. In the last part, the conclusion of the analysis is summarized, and some suggestions and revelations are given. At the same time, the deficiency of this paper and the suggestion of future research are expounded.
【学位授予单位】：中国地质大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195
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