基于语料库的初中生英语写作词汇丰富性对比研究

发布时间：2018-04-06 02:21

本文选题：初中生　切入点：英语写作　出处：《东北师范大学》2016年硕士论文

【摘要】：词汇丰富性(lexical richness)是用来测量说话者或作者词汇运用的广度。(万丽芳,2010)它是学习者总体语言水平的预示因素之一,是学习者写作和交际质量的重要指标。(LauferNation,1995;王海华、周祥,2012)在写作中词汇丰富性主要表现在四个方面,即词汇复杂性(lexical sophistication),词汇多样性(lexical variation),词汇密度(lexical density),词汇错误(lexical errors)。(Read,2000)国内对二语学习者写作中的词汇丰富性的研究多以大学生英语学习者为研究对象,而忽略了学习英语重要的初中阶段的中学生,所以本研究从定量和定性分析的角度出发,按照年级分成3组,纵向考察初中生英语写作中词汇丰富性的特点和发展模式。本研究所采用的初中生英语写作语料选自由东京外国语大学建设的ICCI(英文全称为:The International Corpus of Crosslinguistic Interlanguage)(详见网站:http://tonolab.tufs.ac.jp/icci/index.jsp)。以年级为单位分别选取来自7年级、8年级、9年级词汇总量相近的学生限时作文,然后进行文本合并得到3组以年级为单位的语料。本研究利用Range,TreeTagger,AntConc等软件,从词汇复杂性,词汇多样性,词汇密度和词汇错误四个维度对词汇丰富性在3个年级的写作中的发展变化特点进行了研究。研究结果显示,(1)随着年级的升高,学生写作中的词汇复杂性、词汇多样性和词汇密度大体上均呈现上升趋势。具体而言,随着英语学习的深入,学习者能够在写作中使用越来越多样化的词汇而不是过度重复有限的词汇,并且学习者能够使用越来越多的低频词汇,另外其写作中的信息含量也在逐步提高。然而各个指标的增长又呈现出不平衡性。就词汇复杂性而言,7年级到8年级增长幅度比较缓慢,8年级到9年级增长速度有所提高,表明随着英语水平的提高,学习者掌握运用低频复杂词汇的能力有所提高。就词汇多样性而言,相邻年级间的增长幅度较小且变化并不明显,说明学生要有效掌握大量变化的词汇需要一个较长的过程,词汇能力的提高不是一蹴而就的,需要持之以恒的学习。就词汇密度而言,7年级到8年级的增长幅度比较明显,而8年级到9年级的增长幅度较小,根据语言学习假设理论,(文秋芳,2006)语言知识和技能的学习经历一段时间的显著进步之后,可能会出现进步缓慢,停滞甚至是倒退的现象。(2)词汇错误看似是与词汇丰富性相反的概念,但实则为词汇丰富性重要的测量指标。研究结果显示,随着年级的升高,词汇错误逐渐减少,表明学习者随着英语学习的深入掌握和运用词汇的准确性有所提高。(3)综上所述,在初中英语学习阶段,随着年级的升高,学习者写作中的词汇丰富性有所提高,但其各项发展仍处于初级阶段且发展速度缓慢。研究结果对初中生英语词汇学习及初中英语词汇教学具有以下启示意义:在初中生英语词汇学习方面,建议初中生加强词汇知识练习,在练习中巩固已学词汇;增加课外英语阅读量提高附带词汇学习;重视学习过程中的词汇错误,从错误中总结经验从而提高词汇学习效率。在初中生英语词汇教学方面,建议初中英语教师从学生的实际情况出发,根据学生的特点设计教学方案,可以适当加强派生词方面的知识,设计有关同义词的练习等。另外,词汇教学比较枯燥乏味,教师可以以学生的兴趣为出发点设计有关词汇教学的课堂活动来激发学生的学习兴趣,引导学生主动学习。总之,随着学生水平的提高,教师应根据实际情况不断调整教学内容和教学方法。
[Abstract]:Lexical richness (lexical richness) is used to measure the speaker or author of vocabulary breadth (Renaissance Fang, 2010). It is one of the predictors of overall language proficiency of learners, is an important index of learners' writing and communication quality. (LauferNation, 1995; Wang Haihua, Zhou Xiang, 2012) lexical richness is mainly manifested in the in the four aspects of writing, namely lexical complexity (lexical sophistication), lexical diversity (lexical variation) (lexical density), lexical density, lexical errors (lexical errors). (Read, 2000) in the two language learners writing lexical diversity of research on College Students English learners the object of study, and ignore the importance of learning English in junior high school students, so this study from the perspective of qualitative analysis and quantitative analysis, divided into 3 groups according to the grade, the longitudinal study of junior middle school students in English writing vocabulary richness The characteristics and development mode. The selected Tokyo foreign language university construction of English writing corpus of junior high school students (ICCI English Name: The International Corpus of Crosslinguistic Interlanguage) (see website: http://tonolab.tufs.ac.jp/icci/index.jsp). The grade units were selected from Grade 7, Grade 8, grade 9 students total vocabulary similar limit the composition, then text merge 3 groups in grade for the unit corpus. This study used Range, TreeTagger, AntConc and other software, from the Vocabulary Vocabulary complexity, diversity, development and change characteristics of lexical density and lexical errors of four dimensions and 3 grade of lexical richness in the writings are researched. The results show that (1) with the increase of the grade, lexical complexity in students' writing, lexical variation and lexical density generally showed an upward trend. Specifically, with English in-depth learning, learners can use in writing more and more diverse words rather than excessive repetition of limited vocabulary, low frequency words and the learner is able to use more and more, in addition to the information content in writing has gradually improved. However, the various indicators of the growth and showing the imbalance. On lexical complexity, Grade 7 to grade 8 growth rate is relatively slow, the growth rate increased from Grade 8 to grade 9, that with the improvement of English proficiency, learners master the ability to use low frequency complex vocabulary has increased. Lexical diversity, adjacent grade between the growth rate of smaller and the change is not obvious, that the students should master the effective process of large variation of the vocabulary required a longer, vocabulary ability is not easy, need to persevere in learning. On the lexical density and Grade 7 to grade 8, the growth rate is more obvious, and the growth rate of Grade 8 to grade 9 smaller, according to language learning hypothesis (Wen Qiufang, 2006) after the language knowledge and skills learning experience significant progress for a period of time, there may be progress is slow, stagnation or even retrogression. (2) lexical errors appears to be rich in vocabulary and conceptual instead, but it is an important measure of lexical richness. The results of the study showed that with the increase of the grade, lexical errors gradually reduced, show that learners with English learning in accuracy to master and use vocabulary increased. (3) to sum up, in junior high school the English learning phase, with the increase of the grade, learners in vocabulary richness increased, but its development is still in the initial stage and the slow pace of development. The research results of junior students vocabulary learning and Has the following significance: junior high school English Vocabulary Teaching in English vocabulary learning of junior high school students, junior high school students to strengthen vocabulary knowledge practice suggestions in practice, consolidate the learned vocabulary; increasing incidental vocabulary learning English reading after class; attach importance to the learning process of lexical errors, summarize the experience from mistakes so as to improve the efficiency of vocabulary learning in English. Vocabulary teaching for junior middle school students, junior high school English teachers' suggestions from the actual situation of the students, according to the characteristics of teaching design of students, can be appropriate to strengthen the derivative knowledge, design of the synonym exercises. In addition, vocabulary teaching more boring, teachers can take student's interest as the starting point for the design of vocabulary teaching classroom activities to stimulate students' interest in learning, to guide students to active learning. In a word, with the student level, teachers should according to the actual situation Constantly adjust the teaching content and teaching methods.

【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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