论文题目: 中国英语专业学习者词汇习得能力探索
论文类型: 博士论文
论文专业: 英语语言文学
作者: 孔燕平
导师: 戴炜栋
关键词: 中国英语专业学习者,词汇习得能力,词汇能力,词汇策略能力
文献来源: 上海外国语大学
发表年度: 2005
论文摘要: 本论文基于对中国英语专业学习者(CEM)英语语料中的词汇错误所进行的分析以及词汇学习策略所做的调查,通过对其结果所进行的科学的数据分析和详尽的讨论,试图描绘出中国英语专业学习者词汇习得能力的现状,概括出其能力结构。本研究旨在找出形成此能力的学习者内部因素和外部原因,从而更有针对性地开展词汇教学,以高效地提高学生的词汇能力。同时,作者还期望本研究的结果对未来的词汇习得理论的构建有一定的参考价值。词汇习得能力(VAC)是本文作者在对相关词汇习得理论和研究综述的基础上提出的“综合式互动词汇习得能力系统”(I&I VAS,见56页Fig.9)中的核心成分,由词汇能力(VA)和词汇策略能力(VSC)两大因素构成。作为词汇习得能力模式的核心,学习者的词汇能力包括“心理词汇”(ML)以及词汇使用的语境和策略。其中词汇知识是“心理词汇”的存在实体,知识的加工是“心理词汇”的动态过程,两者都离不开具体的使用语境和使用策略,并且受到学习者内部个体因素和外部学习环境的影响。词汇策略能力(VSC)是指词汇使用策略和习得策略的结合体。这一系统充分体现了“词汇习得”的动态特征。其中涉及到的各因素及其关系有利于我们描述学习者的真实的动态的词汇习得过程,并探索该过程背后的原因。“学习者语言”被认为是一个不断发展的连续体,而词汇能力既是学习者语言的一个重要组成部分,也是一个动态习得的过程。因此,本文提出的“词汇习得能力”是一种更高级的能力结构,以动态发展为重要特征。学习者需要具有敏锐的词汇意识,随时随地运用策略学习和使用词汇,从而使自己的“心理词汇”得到不断的加工、更新、整合、优化和提高,以便于进一步的词汇习得。这一“循环效应(Cyclical Effect)”正是动态词汇习得能力系统的重要特征。只要遵循并利用这一效应,使其不断发挥作用,一定能获得自主学习词汇的能力和自主习得语言才能力,最终成为一名成功的语言学习者。词汇,作为语言的重要组成部分,一项被认为是与语音和语法并列的不可或缺的语言系统的三大支柱之一。在现代交际教学理论中,词汇也被看作是影响交际效果的
论文目录:
ACKNOWLEDGEMENTS
LIST OF ACRONYMS
ABSTRACT
摘要
LIST OF FIGURES
LIST OF TABLES
LIST OF GRAPHS
LIST OF APPENDICES
Chapter One Introduction
1.1 Introduction
1.2 Objectives of the Present Study
1.3 Methodology of the Present Study
1.4 Outline of the Dissertation
Chapter Two A Review of Related Theories and Concepts of Lexical Knowledge
2.1 Introduction
2.2 Lexical Semantics—Word Meanings
2.3 Vocabulary Knowledge
2.3.1 Introduction
2.3.2 Word Associations
2.3.3 Lexical Collocations
2.3.4 Word-centered Lexical Knowledge Framework
2.4 The Mental Lexicon and Word Processing
2.4.1 The Mental Lexicon
2.4.2 Word Processing
2.4.2.1 Two-level Framework of Word Processing
2.4.2.2 Elaboration
2.4.2.3 Chunking and Collocation in Word Processing
2.5 Vocabulary Ability
2.5.1 A Construct of Vocabulary Ability by Chapelle (1994)
2.5.2 Some Aspects of Vocabulary Ability
2.5.2.1 Breadth and Depth of Vocabulary Knowledge
2.5.2.2 Receptive vs. Productive Vocabulary Knowledge
2.5.2.3 Known/ Unknown words, Passive/ Active words
2.5.3 Learner-centered Vocabulary Ability—Henriksen’s Three-dimension Approach (1999)
Chapter Three A Review of Related Literature of Vocabulary Acquisition and Research
3.1 Developmental Nature of L2 Vocabulary Acquisition
3.1.1 Three Stages of Vocabulary Acquisition
3.1.2 Dynamism of FL Vocabulary Acquisition
3.2 Two Means of Vocabulary Acquisition—Implicit vs. Explicit Vocabulary Learning
3.3 Vocabulary Acquisition/Learning Strategies
3.3.1 Contextual Guessing and Dictionary Use
3.3.2 Memorization Strategies and Vocabulary Acquisition
3.3.3 Learning a Word through Different Channels
3.3.4 Word Lists and Vocabulary Acquisition
3.3.5 Extensive Graded Reading and Vocabulary Acquisition
3.4 Relevant Vocabulary Research Literature
3.4.1 Discussion on the Existing Researches
3.4.2 A Large-scale Study on Learner Language in China
Chapter Four Theoretical Framework: A Proposed Approach to Data Analysis, Research Questions and Hypotheses
4.1 Factors of Influencing Vocabulary Acquisition
4.1.1 Lexical Intrinsic Factors Influencing Word Difficulty
4.1.1.1 Intralexical Factors
4.1.1.2 Interlexical Factors
4.1.1.3 Metaphor Awareness and Vocabulary Acquisition
4.1.2 Learner’s Internal Factors and Environmental External Factors Influencing Vocabulary Acquisition
4.1.2.1 Learner’s Internal Factors
4.1.2.2 Learning External Factors
4.2 Proposed Approach to the Present Study
4.2.1 Qualitative Approach—Error Analysis
4.2.2 Quantitative Approach—Statistical Analysis
4.3 Theoretical Framework: Integrative & Interactive Vocabulary Acquisition System
4.3.1 I&I Vocabulary Acquisition System
4.3.2 Variables and Factors Affecting I&I VAS
4.3.2.1 Two Variables to be Investigated and Their Relationship
4.3.2.2 Three Factors to be Mainly Touched in the Present Study and the Other Two to be Referred in Interpretation
4.4 Research Questions, Hypotheses and Research Methods
4.4.1 Research Questions and Possible Approaches
4.4.2 Hypotheses
Chapter Five Research Description, Instrumentation and Data Collection
5.1 Material of the Present Study
5.1.1 Vocabulary Testing
5.1.2 Chinese-English Translation—A comprehensive Format of Vocabulary Testing
5.1.3 Material of the Present Research
5.1.3.1 English Majors’Response on Translation in TEM8
5.1.3.2 A Questionnaire on Vocabulary Learning
5.2 Subjects and Data Collection
5.3 Tools for Data Analysis
5.4 Procedures
Chapter Six Results and Discussions of the Present Research
6.1 Discussion on the Results of the Error Analysis
6.1.1 Classification of the Errors—A Construct of CEM’s VA
6.1.1.1 Correlation Analysis of the Error Types—Reliability of the Error Analysis
6.1.1.2 Factor Analysis of the Error Classification
6.1.2 Comparison Analysis for Error Data
6.1.2.1 Comparison between the Results of the Present Study (CEMC) and CLEC
6.1.2.2 Discussion on Comparison Analysis of Three Types of University
6.1.2.3 Discussion on Comparison Analysis of Different Proficiencies
6.1.2.4 Discussion on the Comparison Analysis of the Three Samples
6.1.3 Summary of the Error Analysis
6.2 Discussion on the Results of the Questionnaire Analysis
6.2.1 Descriptive analysis of Questionnaire—a Construct of CEM’s VSC
6.2.2 Comparison Analysis of the Questionnaire Investigation
6.2.2.1 Discussion on the Comparison Analysis of Different Learning Stages
6.2.2.2 Discussion on the Comparison Analysis of Different Proficiencies
6.2.3 Summary of the Questionnaire Analysis
Chapter Seven Answering Research Questions and Testing Hypotheses
7.1 CEM’s Vocabulary Ability
7.2 Characteristics of VA of CEM from the Different Types of Universities
7.3 Differences of VA of CEM at Different Proficiency Levels
7.4 CEM’s Vocabulary Strategic Competence
7.5 Characteristics of VSC of CEM at Different Learning Stages
7.6 Differences of VSC of CEM at Different Proficiency Levels
7.7 CEM’s Vocabulary Acquisition Competence (VAC)
Chapter Eight Conclusion: Major Findings, Implications and Limitations
8.1 Major Findings and Implications
8.2 Suggestions for VT & VL—Interactive and Flexible Teaching Model
8.3 Limitations
8.4 Recommendations for Future Study
References
Appendix I
Appendix Ⅱ
Appendix Ⅲ
发布时间: 2006-12-30
参考文献
- [1].可理解输入影响第二语言阅读理解和附带词汇习得之实证研究[D]. 韩晓蕙.上海外国语大学2010
- [2].阅读中教学干预手段对词汇习得的影响[D]. 王哲希.上海交通大学2010
标签：中国英语专业学习者论文; 词汇习得能力论文; 词汇能力论文; 词汇策略能力论文;