不同词条类型对高中生英语词汇附带习得影响的实证研究

发布时间：2019-06-06 15:32

【摘要】：词汇习得是学习任何语言都不可或缺的一部分,词汇研究也备受诸多语言学家的重视,其中附带性词汇习得研究是一大热点。词典对于语言学习的作用毋庸置疑。随着电子和数码词典等的出现,二语学习者可以选择多种多样的词典模式。然而,国内从词典使用者角度出发的词典研究却远远不足。本文致力于研究在三种词条信息下的二语词汇附带习得,即词目和释义加中文对应词(情况1);词目、释义和对应词加英文例句(情况2);词目、释义和对应词加英文例句及其中文翻译(情况3)。本研究意图探究这三种情况如何影响词汇习得和保持,探究学习者的词汇水平是否与词汇习得结果具有相关性。为了回答这些问题,本研究采取定量研究方式。来自江苏某高中的132名同学参加了此次研究,他们被要求借助迷你小词典完成一个填空任务,小词典包含9个单词。词汇知识量表用来测量他们在即时后测和延时后测中的词汇习得情况。他们高一四次考试的英语均分被用来区分高分组和低分组。得到的数据用软件SPSS进行分析,分析后的结果基于两个理论进行了讨论,即信息加工理论和可理解性输入。本研究的主要发现如下:不同的词条信息会对二语附带性词汇习得和保持产生不同的影响。在两个后测中,习得效果从优到劣的顺序为,情况1、情况2和情况3。鉴于本研究对象的现有英语水平,可以得出对于中等水平或者中等初期的英语学习者来说,情况1中的词条信息效果最佳。对于词汇保持而言,情况3最佳。而情况2或因其认知超负荷词汇丢失量最大。在即时后测中,词汇理解和词汇产出从优到劣为情况1、情况2和情况3。而在延时后测中,词汇理解和词汇产出从优到劣为情况1、情况3和情况2。学习者的英语水平和附带性词汇习得具有一定的相关性。在三种词条信息情况下,英语水平和附带性词汇习得之间存在中度相关关系,其中情况1和附带性词汇习得之间的相关性最高。在高分组和低分组的比较中,三种词条情况下高分组都明显高于低分组且差异显著,主要原因在于学习者已有知识的影响。本研究的发现或许能对二语教师教学和二语学习者有所帮助,并为词典编纂提供一些启发。
[Abstract]:Vocabulary acquisition is an essential part of learning any language, and the study of vocabulary is also the focus of many linguists. The dictionary has no doubt about the role of language learning. With the advent of electronic and digital dictionaries, second language learners can choose a wide variety of dictionary models. However, the study of the dictionary from the perspective of the user of the dictionary is far enough. This paper is devoted to the study of the incidental acquisition of second language vocabulary under three terms, namely, the words and definitions, and the corresponding words in Chinese (case 1); the words, the definitions and the corresponding words and the English sentences (case 2); the words, the definitions and the corresponding words, and the Chinese translation (case 3). The purpose of this study is to explore how the three cases influence the acquisition and maintenance of the vocabulary, and whether the vocabulary level of the learners is relevant to the results of the vocabulary acquisition. In order to answer these questions, this study takes a quantitative approach. The study was attended by 132 students from a high school in Jiangsu who were asked to complete an empty task with a mini-dictionary, which contained 9 words. The vocabulary knowledge scale is used to measure the vocabulary acquisition in the post-and post-delay measurement. They are used to distinguish between high and low packets in English for a four-fourth test. The obtained data is analyzed by the software SPSS, and the result is discussed based on two theories, namely, the information processing theory and the understandable input. The main findings of this study are as follows: the different entry information can have different effects on the acquisition and maintenance of the second language-tied words. In the two posttests, the order of acquisition effect from excellent to inferior is, case 1, case 2 and case 3. In view of the current English level of this study object, it can be concluded that the term information effect in case 1 is the best for English learners in the middle or early stage. In terms of vocabulary retention, case 3 is the best. In case 2, or as a result of its cognitive overload, that amount of lost vocabulary is the maximum. In the immediate post-test, the vocabulary understanding and the vocabulary output are from excellent to inferior condition 1, case 2 and case 3. In the post-delay test, the word comprehension and the vocabulary output are from the best to the worse case 1, the case 3 and the case 2. The English level of the learner and the incidental vocabulary acquisition have a certain correlation. In that case of three term information, there is a moderate correlation between the English level and the incidental vocabulary acquisition, where the correlation between the case 1 and the incidental vocabulary acquisition is the highest. In a high-packet and low-packet comparison, that high packet in the case of three terms is significantly higher than the low packet and the difference is significant, mainly due to the influence of the learner's knowledge. The findings of this study may be helpful to the teaching of second language teachers and the second language learners, and to provide some enlightenment for the compilation of the dictionary.
【学位授予单位】：苏州大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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