中国英语学习者习得动词和名词搭配知识的实证性研究

论文摘要

近几年来,很多研究者从不同的角度探讨了搭配在语言学习中的重要性。他们认为搭配是二语词汇发展的重要组成部分,而且对外语学习者来说,搭配学习必不可少。随着对搭配在外语教学中作用的讨论的深入,国内外一些研究者对搭配进行了实证性研究。然而,从目前所搜集的资料来看,针对中国英语学习者的有关搭配的实证研究不是很多,尤其是从接受性和产出性两方面来研究动名搭配的习得问题的研究成果还相当少。基于Nation对第二语言搭配知识体系的描述的基础上,本文从接受性和产出性两方面调查三种不同语言水平的中国英语学习者习得英语动词和名词搭配知识的可能发展状况。通过对105名中国英语学习者习得三类动名搭配,即同义动词与名词搭配、轻动词与名词搭配和中英文互不对照的动名搭配的研究,观察并描述了受试者接受性和产出性动词和名词搭配知识的发展状况。通过对所得研究数据进行定量和定性分析,本文得出如下结论:1.动词和名词搭配知识的发展与第二语言水平相关。受试者的动名搭配知识整体上随语言水平的提高有增长的趋势。语言水平越高,习得的搭配知识就越多。2.同一语言水平层次的受试者对三类动名搭配知识的习得存在发展模式。三种语言水平层次的受试者习得轻动词与名词搭配知识最多;中等偏低水平的受试者习得中英文互不对照的动名搭配知识少于同义动词与名词搭配知识;而中等偏高水平和高水平的受试者习得同义动词与名词搭配知识少于中英文互不对照的动名搭配知识。3.受试者的接受性动名搭配知识和产出性动名搭配知识之间存在着很大差距,从而表明从接受性知识的掌握到产出性知识的掌握是一个缓慢的发展过程。4.影响二语学习者动名搭配知识发展的可能因素包括目的语负迁移,母语负迁移,训练的迁移,学习者使用的的策略,输入搭配的频率,语言水平等。基于以上研究,本文对英语教师和英语学习者提出了如下建议:增强学习者的搭配意识,强化学习者的搭配概念,提高学习者的搭配能力,避免直译等。同时,本文还精心设计了一些搭配练习,以此来增强学习者的搭配意识,提高其搭配能力。

论文目录

• Abstract
• 中文摘要
• List of Figures and Tables
• List of Abbreviations
• Chapter 1 Introduction
• 1.1 The Rationale of the Present Study
• 1.2 Research Orientation
• 1.3 Contents of This Thesis
• Chapter 2 Literature Review
• 2.1 The Studies on Vocabulary Knowledge
• 2.1.1 Breadth and Depth of Vocabulary Knowledge
• 2.1.2 Receptive and Productive Vocabulary Knowledge
• 2.2 An Overview of Collocational Knowledge
• 2.2.1 The Definition of Collocation
• 2.2.2 Lexical Combinations on the Syntagmatic Axis
• 2.2.3 Previous Studies on the Classification of Collocation
• 2.3 The Importance of Collocations in Second Language Acquisition
• 2.4 Empirical Studies on Collocation Acquisition
• 2.4.1 Empirical Studies of collocation with Foreign English Learners
• 2.4.2 Empirical Studies of Collocation with Chinese EFL Learners
• 2.4.3 Summary of Empirical Studies
• Chapter 3 A Theoretical Framework
• 3.1 Theoretical Foundation- Collocational Knowledge Framework
• 3.2 The Operational Definition of Collocations in This Study
• 3.3 The Collocation Type under Investigation
• Chapter 4 Research Methodology
• 4.1 Research Questions
• 4.2 Variables in the Present Study
• 4.3 Research Design
• 4.4 Subjects
• 4.5 Instruments
• 4.5.1 Verb-noun Collocation Selection
• 4.5.2 Test Paper Design
• 4.5.2.1 Productive Verb-noun Collocational Knowledge Test Paper
• 4.5.2.2 Receptive Verb-noun Collocational Knowledge Test Paper
• 4.6 Research Procedures
• 4.6.1 A Pilot Study
• 4.6.1.1 Validity and Reliability of the Instruments
• 4.6.1.2 Summary of the Pilot Study
• 4.6.2 Procedures for the Formal Research
• 4.7 Data Collection
• 4.7.1 Scoring of the Productive Verb-noun Collocational Knowledge Test
• 4.7.2 Scoring of the Receptive Verb-noun Collocational Knowledge Test
• 4.7.3 Scoring of Total Verb-noun Collocational Knowledge
• 4.8 Data Analysis and Results
• 4.8.1 Quantitative results
• 4.8.1.1 Development of Mastery of the Three Types of Verb-noun Collocational Knowledge across Language Proficiency Levels
• 4.8.1.2 Development of Mastery of the Three Types of Verb-noun Collocational Knowledge within Language Proficiency Levels
• 4.8.1.2.1 Development of Receptive Verb-noun Collocational Knowledge
• 4.8.1.2.2 Development of Productive Verb-noun Collocational Knowledge
• 4.8.1.3 Developmental Difference between Productive and Receptive Verb-noun Collocational Knowledge
• 4.8.2 Qualitative Results
• Chapter 5 Discussion, Conclusions and Suggestions for Further Research
• 5.1 Findings and Discussion
• 5.1.1 Development of the Receptive Mastery and Productive Mastery of Verb-noun Collocational Knowledge across Language Proficiency Levels
• 5.1.2 Development of the Receptive Mastery and Productive Mastery of Verb-noun Collocational Knowledge within Language Proficiency Levels
• 5.1.3 Developmental Difference between Receptive Knowledge and Productive Knowledge
• 5.2 Factors Affecting the Development of Verb-noun Collocational Knowledge
• 5.3 Conclusions
• 5.4 Pedagogical Implications
• 5.5 Devising Exercises and Activities for Collocation Acquisition
• 5.6 Limitations of the Present Study and Suggestions for Further Research
• References
• Appendices
• Acknowledgements