焦点注意在二语动—名词搭配习得中的作用

论文摘要

本研究旨在探讨不同的注意形态在二语动—名词搭配习得中的作用。首先,本研究遵循将搭配划分为词汇搭配和语法搭配的分类方法,具体把词汇搭配中的动—名词搭配作为研究对象；其次,本研究运用了注意理论,并以国内学者的相关研究成果作为研究前提,即焦点注意在中国学生的二语习得中起重要作用；再次,本研究以高三平行班的学生为受试,其外语水平大致相当；最后,本研究结合教学实际具体探索了两个不同层面的焦点注意——表面元素层面的焦点注意和规则层面的焦点注意分别在二语动—名词搭配习得中的作用,旨在更进一步地发掘两者各自的作用和对学习效率的影响,望对二语动—名词搭配的教与学有所帮助和启示。本研究有以下两种注意形态：例子背诵——受试阅读包含目标搭配的文章,做基本词义配对练习,并背诵目标搭配以备日后测试；搭配规则学习——受试阅读包含目标搭配的文章,做基本词义配对练习,并通过文章中的具体实例来学习目标动词的搭配规则。通过筛选高三英语课文中的动—名词搭配,五个高频率动词被选为目标动词——make, take,form,solve和enjoy。在实验操作中,这五个动词分别采用其人造英语动词———ject, ceed,lide,tice和voke,且搭配模式与原目标动词一致。20名高三平行班的学生自愿参加了本次试验,他们已学习英语七年左右且英语水平大致相当。受试被随机分配到同上述注意形态相对应的学习小组中。在连续四天的学习之后,两组受试在第五天进行测试。测试由三个部分组成：选择目标动词的基本词义；在六分钟内尽可能多地写出能与目标动词搭配的名词；判断以下含有目标动词的名词性搭配是否合适。紧随测试,受试被要求做一份问卷以了解其对目标动词搭配模式的掌握程度。研究结果显示,对于高三平行班的学生而言,其信息加工能力不够成熟,规则层面的焦点注意能加速其对目标搭配规则的存储,但还不能达到自动运用的阶段。此外,在学习较简单的动—名词搭配时,规则层面的焦点注意并没有产生显著的学习效果,反而,表面元素层面的焦点注意可以让学生逐渐发现搭配规律。

论文目录

• Abstract
• 摘要
• Contents
• List of Tables
• Chapter 1 Introduction
• 1.1 Background
• 1.2 Purpose and significance of the present study
• Chapter 2 Literature Review
• 2.1 A review of collocations
• 2.1.1 Development of the concept collocation in linguistic theory
• 2.1.2 Significance of collocations in language
• 2.2 Areview of attention in psychology and in second language acquisition
• 2.2.1 Attention in psychology
• 2.2.2 Attention in second language acquisition
• 2.3 Attention in L2 collocational acquisition
• 2.3.1 Relevant studies abroad
• 2.3.2 Relevant studies in China
• 2.3.3 Summary
• Chapter 3 The Present Study
• 3.1 Research questions
• 3.2 Research method
• 3.2.1 Participants
• 3.2.2 Target verbs and corresponding verb-noun collocations to be investigated
• 3.2.3 Experimental procedures
• Chapter 4 Experimental Results
• 4.1 Acquisition of the basic meaning of each target verb
• 4.2 Production of collocates of each target verb
• 4.2.1 Production of old collocates
• 4.2.2 Production of new-target-like collocates
• 4.2.3 Production of new collocates
• 4.2.4 Production of semi-target-like collocates
• 4.2.5 Production of false collocates
• 4.2.6 Production of old + new-target-like collocates
• 4.2.7 Production of new + new-target-like collocates
• 4.2.8 An overall illustration of collocate production
• 4.3 Judgment of designed collocations of target verbs
• 4.4 Summary of the test results
• 4.5 Rule detection
• 4.6 Rule recall
• 4.7 Participants' performance in the treatment
• Chapter 5 Discussion and conclusion
• 5.1 Focal attention and the acquisition of basic meanings
• 5.2 Focal attention and the production of collocates
• 5.2.1 Production of old collocates
• 5.2.2 Production of new-target-like collocates
• 5.2.3 Production of new collocates
• 5.2.4 Production of semi-target-like collocates and that of false collocates
• 5.2.5 Production of old + new-target-like collocates
• 5.2.6 Production of new + new-target-like collocates
• 5.2.7 Production of overall collocates
• 5.3 Focal attention and the judgment of designed collocations
• 5.4 Conclusion
• Chapter 6 Pedagogical implications and research limitations
• 6.1 Pedagogical implications
• 6.2 Limitations
• Bibliography
• Appendix A
• Appendix B
• Appendix C
• Acknowledgements