医学专业研究生二语词汇知识与二语阅读水平关系的实证研究

发布时间：2018-04-24 08:27

本文选题：二语词汇知识 + 词汇阈限假设　；参考：《南京师范大学》2013年硕士论文

【摘要】：在二语词汇习得领域,词汇阈限假设一直是语言学家关注的重点。该假设的核心问题是二语学习者至少需要具备多少词汇知识才能够充分理解阅读文本内容(LauferRavenhorst-Kalovski,2010:15)。近年来国外的研究表明,学习者达到最低阈限水平需要掌握大约5000词族的词汇量,词汇认识率为95%；最佳词汇阈限水平为8000词族左右,词汇认识率达到98%-99%。国内的研究者主要关注大学本科生的二语词汇水平以及其与二语阅读水平的关系,但是有关研究生这一庞大群体的研究鲜见。因此,本文试图探讨中国医学专业研究生二语词汇知识与二语阅读水平之间的关系。具体研究问题如下：1)医学专业研究生的二语词汇水平如何?2)学生的词汇知识是否存在性别上的差异?3)二语词汇知识与二语阅读水平的关系如何?本研究对一所医学院校228名一年级研究生进行了两次词汇水平测试和一次模拟六级阅读测试。研究结果如下： 1)一年级研究生的总体词汇量为5184,仅仅达到2007年版大学英语课程教学要求中的初级词汇水平。与重点院校理工科毕业生相比,其词汇水平与词汇增长率都非常低。而学生的六级阅读文本词汇量同样很小,平均词汇认识率为48.84%,远远低于词汇阈限研究中建议的95%-98%的文本覆盖率。此外,学生的词义量很少,说明缺少词汇深度知识。 2)性别因素对学生的词汇水平产生一定的影响。女生的总体词汇量显著高于男生,但是在文本词汇量方面,二者没有显著性差异。 3)相关分析显示,总体词汇量,文本词汇量与阅读理解成绩之间存在相关性。其中,总体词汇量与文本词汇量中度相关,但二者与阅读成绩均呈弱相关关系。另外,本研究涉及到的三种阅读题型中,即是非题、填空题和多项选择题,只有填空题的成绩和学生的词汇知识之间具有相关关系,但相关系数还是比较低。本研究的结论是：与以往研究相比,二语词汇知识与二语阅读水平的相关性不高。主要原因可能是研究对象的二语词汇水平较低,并且学生的总体词汇量与文本词汇量都具有较大的个体差异性。因此,本文作者建议针对非英语专业研究生,二语词汇教学应当受到高度重视。教师需要通过多种方法提高学生的词汇水平。其次,女性在词汇习得方面的优势可以加以总结并推广到实际教学中去。最后,在阅读考试以及教学过程中,阅读题型的设置应当考虑二语学习者的实际词汇水平。
[Abstract]:In the field of L2 vocabulary acquisition , the hypothesis of lexical threshold is always the focus of the linguist ' s attention . The core problem of this hypothesis is that L2 learners need at least how many vocabulary knowledge to fully understand the content of the text ( LauferRavenhorst - Kalovski , 2010 : 15 ) . In recent years , foreign research has shown that learners have a minimum threshold level of about 5000 words and vocabulary recognition rate of 95 % .
The best vocabulary threshold level is about 8000 word families and 98 % -99 % . The researchers at home pay close attention to the two - language vocabulary level of undergraduate students in universities and their relationship with the two - language reading level , but the study of the large group of graduate students is rare .

Therefore , this paper attempts to explore the relationship between L2 vocabulary knowledge and L2 reading level in Chinese medical professional graduate students . The specific research questions are as follows : 1 ) How does the second language vocabulary level of the medical professional graduate students ? 2 ) The relationship between the two words knowledge and the second language reading level ? This study conducted two lexical level tests and one simulated six - level reading test for 228 first - grade graduate students in a medical college . The results are as follows :

1 ) The total vocabulary of a first - grade graduate student is 5184 , which only reaches the level of primary vocabulary in the English course teaching requirements of the 2007 edition . The vocabulary level and the vocabulary growth rate are very low compared with the graduates of the key college science and engineering graduates . The average vocabulary recognition rate is 48.84 % , which is much lower than the text coverage rate recommended in the vocabulary threshold study . In addition , the students ' vocabulary is very small , which explains the lack of vocabulary depth knowledge .

2 ) The gender factor has a certain influence on the vocabulary level of students . The overall vocabulary of girls is significantly higher than that of boys , but there is no significant difference between them .

3 ) Correlation analysis shows that there is a correlation between the overall vocabulary , the text vocabulary and the reading comprehension scores . The overall vocabulary is moderately related to the text vocabulary , but both are weakly related to the reading scores . In addition , the research involves three reading problems , namely , the non - question , the filling problem and the multiple choice questions . Only the results of the filling problem and the student ' s vocabulary knowledge have the relevant relationship , but the correlation coefficient is still relatively low .

The conclusion is that , compared with previous studies , the correlation between L2 vocabulary knowledge and L2 reading level is not high . The main reason may be that the second language vocabulary level of the study object is lower , and the student ' s overall vocabulary and the text vocabulary have larger individual differences . Therefore , the author suggests that the vocabulary level of the students should be improved through a variety of methods . Secondly , the female ' s advantages in vocabulary acquisition can be summarized and extended to the actual teaching . Finally , in the reading examination and the teaching process , the setting of the reading question type should take into account the actual vocabulary level of the L2 learners .

【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H09;R-4

【参考文献】