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提高大学生英语学习中的积极词汇 ——关于积极词汇的实证研究

2020-11-21阅读(437)

提高大学生英语学习中的积极词汇 ——关于积极词汇的实证研究

论文摘要

词汇语义学的发展促使了心理词汇、语义场、词汇聚合和组合关系等理论的发展。这些理论认为词汇在心理词典中形成相互关联、相互依存的网络,词汇的种种网络关系模式有利于语言学习者通过聚合和组合的联想模式回忆并产出恰当的词汇。鉴于这一已被证明和认可的观点:语言学习者的消极词汇量远大于积极词汇量,提高积极词汇量是相对于提高消极词汇的一个更大挑战,本研究设计了基于上述理论的一系列课堂教学活动,试图证明基于词汇联想模式理论的教学手段在很大程度上能促使学习者在写作中使用更加多样化的、词级更高的和更恰当的积极词汇这一假说。本研究采用了教育部新近发布的积极词汇表,并按照词汇频率将其划分为三个等级;实验周期为16 周,对象为重庆大学非英语专业的两个自然班(一班为实验班,二班为控制班);在实验前期和后期收集受试者作文共计500 篇并输入计算机、建立电子语料库;然后将作文逐篇输入经过修正的LFP 软件,得出每篇作文中各级词汇所占比例以及每篇作文的总词汇、不同词汇和词条的数量对比;最后将数据输入SPSS 软件包以检验两个受试群体间是否存在显著性差异。经过对两个受试群体的对比研究,本研究发现两个群体之间存在显著差异(P =.00),证实了上述的假说,即词汇联想教学法能够丰富学习者的积极词汇。

论文目录

  • 中文摘要
  • ABSTRACT
  • CHAPTER ONE INTRODUCTION
  • 1.1 THE SIGNIFICANCE OF THE RESEARCH
  • 1.1.1 Putting forward the problem
  • 1.1.2 Focus of the current study on lexical competence
  • 1.1.3 The background of this research
  • 1.2 THE ORGANIZATION OF THE DISSERTATION
  • CHAPTER TWO THEORETICAL BACKGROUND
  • 2.1 THE NATURE OF VOCABULARY KNOWLEDGE
  • 2.1.1 Word knowledge framework
  • 2.1.2 Passive words and active words
  • 2.2 MENTAL LEXICON AND SEMANTIC FIELD THEORY
  • 2.2.1 Defining mental lexicon
  • 2.2.2 Cobweb theory —semantic network
  • 2.2.3 An important organization principle of semantic network —semantic field
  • 2.3 SEMANTIC NETWORKS —LEXICAL RELATION MODELS
  • 2.3.1 The paradigmatic relation of vocabulary
  • 2.3.2 The syntagmatic relation of vocabulary —collocation
  • 2.4 THE APPROPRIATENESS OF VOCABULARY
  • CHAPTER THREE VOCABULARY PEDAGOGY
  • 3.1 NECESSITY OF EXPLICIT VOCABULARY INSTRUCTION
  • 3.2 CURRENT RESEARCH AND PRACTICE IN TEACHING VOCABULARY CONCERNING SEMANTIC APPROACH
  • CHAPTER FOUR THE MEASUREMENT OF ACTIVE WORDS..
  • 4.1 SEVERAL TERMS TO BE EXPLAINED
  • 4.1.1 Token
  • 4.1.2 Type
  • 4.1.3 Lemma
  • 4.2 QUANTITATIVE APPROACHES FOR MEASUREMENT OF ACTIVE WORDS
  • 4.2.1 General Introduction
  • 4.2.2 Quantitative approaches for measurement of active words
  • 4.3 THE LEXICAL FREQUENCY PROFILE （LFP）
  • CHAPTER FIVE CLASSROOM ACTIVITIES TO IMPROVE STUDENTS’USE OF ACTIVE WORDS
  • 5.1 BRIEF EXPLANATION
  • 5.2 TYPES OF CLASSROOM ACTIVITIES CONCERNING SEMANTIC STRATEGIEGIES TO IMPROVE STUDENTS’USE OF ACTIVE WORDS
  • 5.2.1 Semantic Network Activities
  • 5.2.2 Word Collocation Activities
  • 5.2.3 Word Appropriateness Activities
  • CHAPTER SIX TESTIFYING THE HYPOTHESES
  • 6.1 THE AIM OF THE RESEARCH
  • 6.2 HYPOTHESES OF THE RESEARCH
  • 6.3 PARTICIPANTS OF THE RESEARCH
  • 6.4 CREATING THE STUDY INSTRUMENT
  • 6.4.1 Collecting data and creating writing corpus
  • 6.4.2 Modifying LFP and creating word lists
  • 6.5 DATA PROCESSING
  • 6.6 RESULTS
  • 6.6.1 Testifying the first hypothesis
  • 6.6.2 Validating the second hypothesis
  • 6.7 DISCUSSIONS
  • CHAPTER SEVEN CONCLUSION
  • 7.1 THE SUMMARY OF THIS STUDY
  • 7.2 SOME REFLECTIONS ON RELEVANT PROBLEMS
  • 7.3 THE LIMITATION OF THIS RESEARCH
  • 7.4 THE IMPLICATION OF THIS STUDY FOR FUTURE RESEARCH
  • ACKNOWLEDGMENTS
  • REFERENCES
  • APPENDIX 1 SAMPLE MODIFIED READING TEXT
  • APPENDIX 2 ESSAY TOPICS
  • APPENDIX 3 SAMPLE COMPOSITION IN CORPUS
  • APPENDIX 4 SAMPLE WORD-LEVEL LIST
  • APPENDIX 5 作者在攻读硕士学位论文期间发表的论文目录
  • 独创性声明
  • 学位论文版权使用授权书

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    提高大学生英语学习中的积极词汇 ——关于积极词汇的实证研究
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