汉语听力理解中的词汇附带习得探索

发布时间：2019-06-22 20:22

【摘要】：研究表明阅读和听力是二语词汇附带习得的重要途径，但研究者们大多关注的是通过阅读进行的英语词汇附带习得，通过听力理解促进汉语词汇附带习得尚未引起重视，缺乏足够的实证研究。本研究以“投入量假设”为视角，探究不同投入量的听力任务和学习者语言水平对汉语词汇附带习得的影响。 LauferHulstijn (2001)提出的投入量假设包含需要，搜索和评估三个维度，其特点是，通过不同的任务来构建不同的认知投入，使深加工理论的加工效果可以得到量化解释。该假说认为，任务促使学习者对词汇认知的加工投入量越大，，词汇习得的效果就越好。基于以上假设，本研究设计了两项不同投入量的听力任务（听后理解+填空，听力理解+复述），来比较投入量效应对高、低水平汉语学习者在听力理解过程中词汇附带习得的影响。同时本研究试图考察，任务投入量相同时学习者语言水平对词汇附带习得的作用。基于投入量假设，研究者做出以下预测：无论学习者水平高低，听力任务投入量高的组即时测试和延时测试都要比听力任务投入量低的组表现好；任务投入量相同时，语言水平越高，附带习得效果越好，即习得的词汇越多。通过双因素混合实验方差分析，结果表明：高低水平学习者均能通过听力理解任务附带习得一定的汉语词汇；对高水平学习者来说，投入量作用显著，即投入量越大，即时测试和延时测试表现越好；对于低水平学习者来说，投入量在即时测试中作用不明显，高低投入量之间即时测试成绩无显著差异。在延时测试中，高投入量任务引发的词汇保持效果优于低投入量任务。因此得出结论，听力投入量较高的任务一定程度上有助于词汇附带习得；完成相同投入量的任务，学习者的语言水平越高，词汇保持率越高。基于以上结果，本论文结合学习者自身因素和汉语构词特点，探讨了任务的有效性，以期能够给汉语听力教学实践和教材编写一些启示。
[Abstract]:The study shows that reading and listening are important ways of second language vocabulary acquisition, but most of the researchers focus on English vocabulary acquisition through reading. The promotion of Chinese vocabulary collateral acquisition through listening comprehension has not yet attracted attention, and there is a lack of sufficient empirical research. From the perspective of "input hypothesis", this study explores the effects of listening tasks and learners' language proficiency on the collateral acquisition of Chinese vocabulary. The input volume hypothesis proposed by LauferHulstijn (2001) includes three dimensions: need, search and evaluation. Its characteristic is that different cognitive inputs can be constructed through different tasks, so that the processing effect of deep processing theory can be quantitatively explained. According to this hypothesis, the greater the input of task to vocabulary cognition, the better the effect of vocabulary acquisition. Based on the above assumptions, this study designed two listening tasks with different inputs (post-listening comprehension filling, listening comprehension retelling) to compare the effects of input effect on vocabulary acquisition by high and low level Chinese learners in the process of listening comprehension. At the same time, this study attempts to investigate the role of learners' language proficiency in incidental vocabulary acquisition when the amount of task input is the same. Based on the input hypothesis, the researchers made the following predictions: regardless of learners' level, the immediate test and delay test with high listening task input were better than those with low listening task input; when the task input was the same, the higher the language level, the better the collateral acquisition effect, that is to say, the more words were acquired. Through the analysis of variance of two-factor mixed experiment, the results show that both high and low level learners can acquire certain Chinese vocabulary by listening comprehension task; for high level learners, the larger the input amount is, the better the performance of immediate test and delay test is. For the low level learner, the effect of input amount on instant test is not obvious, and there is no significant difference between high and low level learners. In delay test, the vocabulary retention effect caused by high input task is better than that of low input task. Therefore, it is concluded that the task with high listening input is helpful to vocabulary acquisition to a certain extent, and the higher the learners' language proficiency is, the higher the vocabulary retention rate is when the tasks with the same input are completed. Based on the above results, this paper discusses the effectiveness of the task according to the learners' own factors and the characteristics of Chinese word formation, in order to give some enlightenment to the practice of Chinese listening teaching and the compilation of teaching materials.
【学位授予单位】：重庆大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195

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