两种不同的输出方式对词汇习得产生的影响

发布时间：2018-03-11 12:20

本文选题：词汇　切入点：习得　出处：《中央民族大学》2013年硕士论文　论文类型：学位论文

【摘要】：词汇是构成语言的材料,是语言的血肉,没有词汇,人们将无法交流,因此在语言的交际活动中,词汇有着举足轻重的作用。无论是我们母语的习得,还是第二语言的习得,对词汇的掌握都对语言习得者提出了较高的要求。在某种程度上,语言学习者目的语水平很大程度上取决于其对词汇的知识的掌握。较大的词汇量能够帮助第二语言学习者在理解与表达上更为贴切和精确。因此在汉语作为第二语言的教学中,词汇教学应成为整个语言教学中的重点。在各种汉语教材中,我们不难发现,词汇所占的比重远远超过语法和语音等方面。可以说第二语言学习者在第二语言的学习过程中对于词汇的学习从未停止过。特别是在学习者达到中高级水平时,词汇学习几乎成为其语言学习的全部内容。人们己知语言的输出与输入同样重要,有语言输入才可能习得语言,语言输出则是完成语言材料内化过程,将外在材料转入自身语言系统必不可少的一个环节。人们用“听说读写”四个方面来考察一个人的语言能力,无论哪一方面的能力都要重视。“说”与“写”不仅是学习者口语能力与写作能力的体现,同样可以作为学习者学习第二语言的途径。作为两种不同的输出方式,说与写在习得上所产生的效果也不完全相同。那么哪一种输出方式能获得更好的习得效果?这是值得教师和学习者考虑的问题。本文将探讨通过“说”和“写”两种不同输出方式习得的词汇,在习得效果上所产生的不同。笔者通过实验对这个问题进行了假设和验证。笔者借鉴词汇知识测量的方法,进行了实验设计,并对中央民族大学的16位留学生进行了实验和测试。实验总共分为两部分：第一部分是词汇的学习过程,将测试词语分为两组,分别进行笔头输出与口头输出；第二部分为词汇习得情况的考察,考察有两次,第一次考察在刚进行完测试词汇输出时立即进行,第二次考察在一周后进行。两次测试的结果都被录入SPSS数据分析软件进行分析,最后获得的数据表明,第一次考核中写作组的成绩优于口语组的成绩,第二次考核中口语组的成绩优于写作组的成绩。因此我们得知,通过写作输出习得的词语在短时内习得的效果更好,而通过口头输出习得的词语保持的时间更长。在教学过程中,我们可以根据这一结论对词语进行不同的处理,若是需要在较短时间内立即习得并应用,就可以采用书写的方式帮助学习者进行练习,而若需要学习者更好地保持住所学的词语,就要加强词语的口头输出。总的来说,在汉语作为第二语言的教学中,学习者词汇量的大小直接影响了学的汉语水平,更好更有效地习得词语是教师和学习者共同的追求。尽管两种输出方式有何不同,把两者相结合才能达到最好的习得效果。
[Abstract]:Vocabulary is the material of language, and it is the flesh and blood of language. Without vocabulary, people will be unable to communicate. Therefore, vocabulary plays an important role in the communication of language. Both the acquisition of our mother tongue and the acquisition of a second language, the mastery of vocabulary has put forward a higher demand for language acquirers. To a certain extent, The target language level of a language learner depends to a great extent on his or her knowledge of the vocabulary. A large vocabulary can help the second language learner to understand and express the target language more appropriately and accurately. Therefore, in the teaching of Chinese as a second language, vocabulary teaching should become the focus of the whole language teaching. The proportion of vocabulary is far greater than that of grammar and phonetics. It can be said that second language learners have never stopped learning vocabulary in the process of second language learning. Vocabulary learning is almost the whole content of language learning. It is well known that the output of language is as important as the input. Language output is an indispensable link to complete the internalization of language material and transfer the external material into its own language system. People use the four aspects of "listening, speaking, reading and writing" to study a person's language ability, no matter which one should pay attention to. "speaking" and "writing" are not only the embodiment of learners' oral ability and writing ability. It can also be used as a way for learners to learn a second language. As two different modes of output, the effects of speaking and writing are not exactly the same. This is a problem for teachers and learners to consider. This paper will explore the differences in the acquisition effects of words acquired through two different output ways: "speaking" and "writing". The author hypothesizes and verifies this problem through experiments. The author uses the method of lexical knowledge measurement for reference and designs the experiment. The experiment is divided into two parts: the first part is the learning process of vocabulary, the test words are divided into two groups, written output and oral output; The second part is the investigation of vocabulary acquisition. The first one was conducted immediately after the test of vocabulary output, and the second one was conducted one week later. The results of both tests were entered into the SPSS data analysis software for analysis. Finally, the data obtained showed that the scores of writing group in the first examination were better than those of the oral group. Therefore, we know that the words acquired through the output of writing are more effective in the short term acquisition, while the words acquired through the oral output are maintained for a longer period of time. In the course of teaching, we can deal with different words according to this conclusion. If we need to acquire and apply them in a short time, we can use writing to help learners practice. If it is necessary for learners to maintain the words they have learned, it is necessary to strengthen the oral output of the words. In general, in the teaching of Chinese as a second language, the size of learners' vocabulary has a direct impact on the level of learning Chinese. Better and more effective acquisition of words is the common pursuit of both teachers and learners. Combine the two to achieve the best acquisition results.
【学位授予单位】：中央民族大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195

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