认知语言学观照下的儿童二语词汇习得策略研究

发布时间：2021-01-07 20:24

　　词汇是一切语言技能的基础。著名语言学家D.A.Wilkins曾说：“没有语法,表达甚微；没有词汇,表达为零（Lewis,1993:16）。"这充分说明了词汇在语言学习中的重要性。儿童在习得第二语言时最容易遇到也是最先遇到的问题就是词汇问题,无论他们在进行第二语言的听、说活动时,还是读、写第二语言时,都需要掌握一定量的词汇,才有可能使这些活动继续下去。近些年来,随着社会、经济及文化的发展,在中国,全社会对儿童英语教育的重视达到了前所未有的程度。2001年,教育部颁布了《基础教育课程改革纲要》（试行）,要求在九年义务教育中,小学应该从三年级开始开设英语课。同时,教育部要求小学生在毕业时要掌握600-700个英语单词,以及50个左右的与英语能力二级要求中一定话题相关的短语。但是在一些发达城市,小学在一年级就设置了英语课程,甚至在学前教育阶段,学校就要求儿童学习英语,这为儿童英语词汇习得提出了新的要求。基于目前的研究,本文以皮亚杰的认知心理学理论和原型范畴理论为理论框架对儿童二语词汇习得策略进行了实证研究。范畴化的能力在我们的日常生活当中担当了一种重要的角色,就像Lakoff（1987）所说的... 

【文章来源】：广州大学广东省

【文章页数】：71 页

【学位级别】：硕士

【文章目录】：
Acknowledgements
Abstract
摘要
List of Tables and Figures
Chapter One Introduction
    1.1 Research background
    1.2 Research objectives
    1.3 Research significance
    1.4 Structure of the thesis
Chapter Two Literature Review
    2.1 Studies on children's L2 acquisition abroad and at home
        2.1.1 Studies on children's L2 acquisition abroad
        2.1.2 Studies on children's L2 vocabulary acquisition at home
    2.2 Some aspects of children second language vocabulary acquisition
    2.3 Summary
Chapter Three Conceptual Framework
    3.1 Piaget's view of cognitive development
        3.1.1 Piaget's four stages of cognitive development
        3.1.2 Important concepts based on Piaget's cognitive theory
        3.1.3 Piaget's theory as a theory of learning
    3.2 Categorization and prototype theory
        3.2.1 Definition of category and categorization
        3.2.2 Prototype theory and basic level categories theory
        3.2.3 The cognitive status of categories and prototypes
Chapter Four Methodology
    4.1 Research questions
    4.2 Justification for the research methods
    4.3 Research design
        4.3.1 The participant
        4.3.2 Instruments
        4.3.3 Data collection
        4.3.4 Data analysis
Chapter Five Results
    5.1 Description of participant's daily second language vocabulary acquisition
    5.2 The types of vocabulary acquired by the participant
    5.3 The sequence of participant's daily second language vocabulary acquisition
Chapter Six Discussion
    6.1 Characteristics of children's second language vocabulary acquisition
        6.1.1 Children's psychological and cognitive development decide the sequence of L2 vocabulary acquisition
        6.1.2 Children undergo the process from unconscious to conscious when they acquiring L2 vocabulary
    6.2 Strategies children used in second language vocabulary acquisition
        6.2.1 Prototype vocabulary strategies are applied when L2 vocabulary is limited
        6.2.2 The schema of redeploy existing prototype of L2 vocabulary to compound composite word forms
Chapter Seven Conclusions
    7.1 Major findings of the study
    7.2 Implications for the children's L2 vocabulary teaching
    7.3 Limitations of the study and suggestions for further research
        7.3.1 Limitations of this study
        7.3.2 Suggestions for further study
References
Appendix 1: Samples of the observation diaries
Appendix 2: A sample of Transcription of tape-recording


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博士论文
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硕士论文
[1]论英汉儿童早期名词习得[D]. 欧伶伶.长沙理工大学 2009
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[3]当前中国儿童二语习得现状[D]. 张晓晴.哈尔滨理工大学 2008



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