非英语专业本科生词汇深度知识习得调查与研究

论文摘要

本研究对非英语专业本科生的词汇知识习得及其词汇学习策略状况进行了调查,试图了解非英语专业本科生的词汇知识的习得情况和词汇学习策略使用情况,分析词汇知识与词汇学习策略之间的相关性。385名非英语专业本科生参加了本次调查,并完成一份词汇深度知识测试卷和一份词汇学习策略调查问卷。研究工具是一份以25个常用形容词和20个高频词作为测试词,基于John Read的词汇联想测试模式和Paribakhtand Wesche的词汇知识量表改编的词汇深度知识测试卷,以及一份参照Gu和Johnson(1996)问卷设计的词汇学习策略问卷。研究表明,被试者对词汇知识的掌握只达一半左右,好生与差生在词汇知识习得上存在较大差异。英语词汇学习策略调查表明,被调查者的词汇学习观念不尽人意,大部分被调查者认为词汇学习是一项单调乏味、机械的、缺乏创造性的活动;词汇学习上最重要的是扩大词汇量;词汇学习主要掌握一个单词的发音、拼写及中文意思。词汇深度知识与各类词汇学习策略存在不同程度的相关性,其中选择性注意策略与词汇深度知识的相关性最为显著。作者认为,中国英语学习者应积极采用元认知和认知策略学习英语词汇,以提高他们的词汇深度知识。

论文目录

• 中文摘要
• Abstract
• 中文文摘
• Synopsis
• Chapter One Introduction
• 1.1 Background of the present study
• 1.2 Purpose of the present study
• 1.3 The organization of the thesis
• Chapter Two Literature Review
• 2.1 Vocabulary knowledge
• 2.1.1 Breadth of vocabulary knowledge
• 2.1.2 Depth of vocabulary knowledge
• 2.2 Two approaches to the depth of vocabulary knowledge
• 2.2.1 Dimensional approach
• 2.2.2 Developmental approach
• 2.3 Previous studies on depth of vocabulary knowledge
• 2.3.1 Previous studies on depth of vocabulary knowledge abroad
• 2.3.2 Previous studies on depth of vocabulary knowledge in China
• 2.4 Previous studies on the relationship between DVK and VLS
• Chapter Three Methodology
• 3.1 Subjects
• 3.2 Instruments
• 3.2.1 Test on depth of vocabulary knowledge
• 3.2.1.1 Word associates test
• 3.2.1.2 Vocabulary knowledge scale test
• 3.2.2 Questionnaire design
• 3.3 Procedures
• 3.4 Scoring of the test
• 3.5 Methods for data analysis
• Chapter Four Results and Discussions
• 4.1 Depth of vocabulary knowledge
• 4.1.1 The overall acquisition of vocabulary knowledge
• 4.1.2 Results of vocabulary knowledge scale test
• 4.1.3 Difference in DVK between good learners and poor learners
• 4.2 Overall pattern of English vocabulary learning strategies
• 4.2.1 The general use of various English vocabulary learning strategies
• 4.2.2 The subjects'beliefs on vocabulary learning
• 4.2.3 The use of English vocabulary leaming strategies at three dimensions
• 4.2.4 Difference in using EVLS between good learners and poor learners
• 4.3 Correlations between DVK and EVLS
• 4.3.1 Correlations between DVK and EVLS at three proficiency levels
• 4.3.2 Correlations between beliefs on vocabulary learning and DVK
• 4.3.3 Correlations between DVK and EVLS at metacognitive dimension
• 4.3.4 Correlations between DVK and EVLS at cognitive dimension
• 4.3.5 Correlations between DVK and EVLS at social/affective dimension
• Chapter Five Implications to Vocabulary Teaching and Learning
• 5.1 Developing correct belief or idea of vocabulary learning
• 5.2 Cultivating students'capability of learning independently
• 5.3 Introducing EVLS
• 5.4 Enhancing students'capability of using vocabulary properly
• 5.5 Teaching vocabulary in lexical chunks
• Chapter Six Conclusions
• 6.1 Major findings
• 6.2 Limitations of the present study
• 6.3 Suggestions for the future research
• References
• Appendix Ⅰ
• Appendix Ⅱ
• Acknowledgements