高中生英语水平和词汇学习策略对词汇磨蚀影响的研究

发布时间：2018-04-20 19:48

本文选题：英语词汇磨蚀 + 英语水平　；参考：《江西师范大学》2016年硕士论文

【摘要】：自上世纪八十年代以来,“语言磨蚀”逐渐成为一个独立的学术研究领域。语言的磨蚀其实是语言习得的逆向过程,它指的是使用者的某种语言,因为使用的很少或者停止使用,而导致的该语言能力逐渐减弱或丢失的过程。本研究着力研究高中生的英语词汇磨蚀现象,且研究了词汇学习策略对词汇磨蚀的影响。本研究提出了三个研究问题:1)两个月的英语学习停止之后,是否有词汇磨蚀的出现?2)磨蚀之前的英语水平是怎样影响词汇磨蚀的?3)词汇学习策略的使用与词汇磨蚀是否相关?为了探索这些问题,本研究采取了定量的研究方法。该研究的被试是都昌某高中73位高一学生。研究工具有两种,一种是词汇学习策略使用情况问卷表,另一种是词汇测试卷。磨蚀时间的跨度为暑期2个月。研究的实施过程分为前后两个步骤:第一步,在学期末给学生下发词汇学习策略使用调查问卷和词汇测试卷。并且还收集被试本学期期末英语考试成绩以此作为词汇磨蚀前英语水平。第二步,暑假两个月之后,再次给被试下发相同的词汇水平测试卷进行测试。比较前后两次词汇测试成绩分数,减少的部分即为词汇磨蚀度。本实验研究结果如下:1)在停止英语学习两个月后,约有89%的被试出现了词汇磨蚀现象。2)磨蚀之前的英语水平与词汇磨蚀呈显著的负相关。英语水平高的学生产生词汇磨蚀现象较少,英语水平低的学生产生词汇磨蚀现象较多。3)词汇学习策略的使用与词汇磨蚀度也呈显著的负相关,使用词汇学习策略高者,所受词汇磨蚀较少,反之使用词汇学习策略低者所受词汇磨蚀较多。结合实际教学和本研究的分析结果,可得出一些词汇教学启示。对学生而言,在词汇学习过程中,他们应该积极地尽可能多地使用词汇学习策略,并使得自己的英语词汇量维持在一个较高、较稳定的水平。对教师而言,应该建议学生不间断地学习和使用英语词汇,否则一段时间停止学习之后,会出现词汇磨蚀现象。
[Abstract]:Since 1980's, language erosion has gradually become an independent academic research field. Language attrition is actually the reverse process of language acquisition. It refers to the process of the language being used by the user, which is gradually weakened or lost because the language is used less or less. This study focuses on the study of English vocabulary attrition in senior high school students and the influence of vocabulary learning strategies on vocabulary erosion. This study raises three research questions: (1) after two months of English learning, is there any appearance of vocabulary erosion? (2) how does the English proficiency before erosion affect the use of vocabulary learning strategies? is there a correlation between the use of vocabulary learning strategies and vocabulary erosion? In order to explore these problems, this study adopts quantitative research methods. The subjects of the study were 73 freshmen from a high school in Duchang. There are two kinds of tools, one is the questionnaire of vocabulary learning strategies, the other is the vocabulary test paper. The time span of erosion is 2 months in summer. The implementation of the study is divided into two steps: the first step is to send students a questionnaire on vocabulary learning strategies and a vocabulary test paper at the end of the semester. The final English test scores were collected as the English level before vocabulary erosion. Second, two months after the summer vacation, the participants were given the same vocabulary level test. Before and after comparing the scores of the two vocabulary tests, the reduced part is the degree of vocabulary erosion. The results of the present study are as follows: (1) two months after stopping English learning, about 89% of the subjects had a lexical attrition phenomenon. 2) the English proficiency before erosion was negatively correlated with lexical attrition. The use of vocabulary learning strategies was negatively correlated with the degree of vocabulary attrition, while the use of high vocabulary learning strategies was higher than that of students with high vocabulary learning strategies, while the students with high English proficiency had fewer attrition phenomena, and those with low English proficiency had more. 3) the use of vocabulary learning strategies was also negatively correlated with the degree of vocabulary attrition. Vocabulary erosion was less than that of low vocabulary learning strategies. Combined with the practical teaching and the results of this study, some implications of vocabulary teaching can be obtained. In the process of vocabulary learning, students should actively use vocabulary learning strategies as much as possible and maintain their English vocabulary at a higher and more stable level. For teachers, students should be advised to learn and use English vocabulary without interruption, otherwise, vocabulary erosion will occur after a period of time.
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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