注意假说视角下词的形态理据对二语词汇习得的影响研究

发布时间：2018-05-14 01:16

本文选题：注意 + 注意假说　；参考：《扬州大学》2017年硕士论文

【摘要】：词汇是构成语言的三大基本要素(语音、词汇、语法)之一,是语音和语法的重要载体,没有词汇就没有所谓的句子以及语篇,所以词汇学习是外语学习的基础。Singleton(1999)指出“学习和使用语言,无论是一语还是二语,其主要困难并不在于繁多的句法规则,而在于词汇本身”。由此可见词汇习得在语言习得中的重要性。本文对“注意”相关的定义概念,Schmidt的注意假说理论以及词的形态理据进行介绍,总结整理有关课题的国内外研究。通过调查问卷,深入了解学生的词汇学习方式以及对词的形态理据的了解度,并且开展基于注意假说理论的实验,探讨以下研究问题:1.学生在学习英语单词时采取什么样的记忆方法?在习得词汇的过程中有没有关注词的形态?2.学生是否注意到词的形态理据对于他们记忆词汇的效果有何影响?3.学生是否注意到词的形态理据对于他们推导词义的结果有何影响?本研究的研究对象为天长中学高一学生,笔者从两个平行班中选取30名男生和30名女生,分成2组,每组各15名男生,15名女生。一组为控制组,一组为实验组。笔者设计出两种单词表,一种是只提供含有形音义(汉语)的生词表,另一种是除了提供与第一种生词表相同的语料外,还提供每个词的前后缀和词干、复合词的构词成分等词义信息。第一次测试,控制组采用第一种生词表,受试者被要求用死记硬背的方法记忆单词,不作任何其他提示;实验组采用第二种生词表,受试者被要求在理解单词形态的基础上进行记忆。两组受试者被告知30分钟后进行回忆测试,测试的词汇排列顺序与原来的生词表不同。一周后两组进行第二次测试,测试内容和形式和第一次相同,受试者未被事先告知要进行测试,在毫无心理准备的情况下凭借上周记忆的印象,完成测试任务。此外,笔者从词典中挑选出30个具有和生词表单词相同形态理据的词汇,受试者被要求标明词性,并猜测词义。测试结束后,收集整理数据并经过SPSS软件进行计算分析,由此研究词的形态理据对词汇记忆效果以及推导词义结果的影响。本研究得出的主要结论如下:1.学生在学习英语单词时一般采取死记硬背的记忆方法,并且在习得词汇的过程中很少关注词的形态。通过调查问卷发现,只有20%的学生关注到词的形态,35%的学生认为词的形式和意义之间有关系。2.关注词的形态理据可以改善学生词汇记忆的效果,提高短时记忆和长时记忆。在第一次和第二次的测试中,实验组的平均分都比控制组高(19.7717.10,14.2710.87),在独立样本T检验中,两次Sig.(2-tailed)的值为0.029,0.001,均小于0.05,说明实验组和控制组的两次测试的成绩存在明显差异,学生借助形态理据记忆单词在短时记忆和长时记忆方面有更好的效果。3.借助词的形态理据有助于学生对于其他词汇意义的推导。在第三次测试中,实验组的平均分比控制组高(14.2710.87),标准差也比控制组低(3..3833.491),在独立样本T检验中,Sig.(2-tailed)的值为0.000,小于0.05,说明实验组和控制组的成绩存在明显的差异,实验组的学生在猜测词义方面的表现优于控制组。本研究给我们的启示是:第一,学生在学习英语单词的过程中,借助词的形态记忆单词能够有效提高词汇习得的效率,改善词汇记忆的效果。第二,借助词的形态有助于学生对于其他词汇意义的推导,从而扩大了词汇量,也有助于学生提高自身的英语词汇技能。第三,为英语词汇学习提供一些借鉴和方法,更好地指导中学英语词汇教学实践,改变传统的词汇教学观念,科学地选择词汇教学方法,从而提高广大中学教师英语词汇的教学效果。
[Abstract]:Vocabulary is one of the three basic elements of language (phonology, vocabulary, grammar). It is an important carrier of phonetics and grammar. Without words, there is no sentence and text without words. So vocabulary learning is the basis of foreign language learning..Singleton (1999) points out that "learning and using language, whether it is a language or two, is not the main difficulty." The importance of vocabulary acquisition in language acquisition can be seen from a wide range of syntax rules, and the importance of vocabulary acquisition in language acquisition. This article introduces the definition concept of "attention", the theory of Schmidt's attention hypothesis and the morphological rationale of words, summarizes and collate the domestic and foreign research on the subject. The way of learning and the understanding of the morphological motivation of the words and the experiments based on the theory of attention hypothesis are carried out to explore the following questions: 1. what kind of memory methods do students take when learning English words? Are there any forms of attention in the process of learning vocabulary? 2. whether students notice the morphological motivation of words to them How do I remember the effect of vocabulary effect? 3. do students notice the effect of the morphological motivation of words on the results of their derivation? The object of this study is the high school students in high school. The author selected 30 boys and 30 girls from two parallel classes, divided into 2 groups, 15 boys in each group, 15 girls, and a group of control groups, one group. For the experimental group, the author has designed two forms of word list, one is to provide only a form of new words containing form and meaning (Chinese), the other is to provide the same words with the same word as the first form of the new word, and to provide the prefix and the stem of each word, the word composition of the compound word and so on. The first test, the control group uses the first new word table, the subjects. The subjects were asked to memorize words with rote memorization, without any other hints. The experimental group was asked to memorize the form of the second words. The subjects were asked to memorize the form of the word. The two groups were told the memory test after 30 minutes, and the order of the test was different from the original form of the new word. A week later, the two groups were entered. After second tests, the content and form were the same as the first time. The subjects were not told to do the test in advance and completed the test task with the impression of last week's memory without psychological preparation. In addition, the author selected 30 words with the same form as the words of the new words from the dictionary. The subjects were asked to be marked. The main conclusions of this study are as follows: 1. the main conclusions of this study are as follows: 1. students generally adopt memorable memorizing methods in learning English words, and Only 20% of the students pay attention to the form of words. 35% of the students think that the form and meaning of the words are related to the form and meaning of the word.2., which can improve the effect of the students' vocabulary memory, improve the short-term memory and the long time memory. In the first and second times, the students think that the form and meaning of the words can be improved. In the experiment, the average score of the experimental group was higher than the control group (19.7717.10,14.2710.87). In the independent sample T test, the value of the two Sig. (2-tailed) was 0.029,0.001, which was less than 0.05, indicating that the results of the two tests of the experimental group and the control group were significantly different, and the students had the use of the morphological motivation to memorize words in short memory and long time memory. In the third test, the average score of the experimental group is higher than the control group (14.2710.87), and the standard deviation is also lower than the control group (3..3833.491). In the independent sample T test, the value of Sig. (2-tailed) is 0, less than 0.05, indicating the formation of the experimental group and the control group in the third test. The performance of the experimental group is better than that of the control group. The inspiration of this study is: first, in the process of learning English words, the students can effectively improve the efficiency of vocabulary acquisition and improve the effect of vocabulary memory in the process of learning English words. Second, the use of word form helps to improve the efficiency of vocabulary acquisition. Students' derivation of other lexical meanings, thus enlarging vocabulary and helping students improve their English vocabulary skills. Third, to provide some reference and methods for English vocabulary learning, to better guide the practice of English Vocabulary Teaching in middle school, to change the traditional vocabulary teaching concept, and to choose a scientific method of vocabulary teaching so as to improve the vocabulary teaching method. The teaching effect of English vocabulary for high school teachers.

【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H09

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