非英语专业大学生形容词和名词搭配能力的实证研究

论文摘要

本文是对346名非英语专业大学本科一年级4个不同语言水平层次的学习者所做的一项实证性研究,目的是调查以汉语为母语的学习者英语形容词和名词搭配能力的发展模式及特点。在Nation (2001)提出的第二语言搭配知识体系和卫乃兴(1999)采用的综合法来分析搭配关系的基础上,本文通过两份测试卷和一份调查问卷对授试者三类英语形容词(多义形容词、同义形容词、从动词派生出来的分词性形容词)和名词搭配能力从接受性和产出性的角度进行了横断研究。通过组间对比和组内对比,试图找出受试者习得形容词和名词搭配能力的特点、存在的问题及搭配能力和搭配学习策略之间的关系。本文采用的统计方法为描述性统计分析,单因素方差分析,事后Sheffe检验和皮尔逊相关分析。通过对数据的分析,得出如下结论:1.形容词和名词搭配能力与第二语言水平呈正相关。2.同一语言水平层次的授试者在接受性知识中,同义形容词和名词搭配知识最少;从动词派生出来的分词性形容词和名词搭配知识多于多义形容词和名词搭配知识。在产出性知识中,同义形容词和名词搭配知识最多;一级授试者多义形容词和名词搭配知识多于从动词派生出来的分词性形容词和名词搭配知识;其他三个级别学习者从动词派生出来的分词性形容词和名词搭配知识好于多义形容词和名词搭配知识。3.只有在第三组受试者中,搭配能力同搭配学习策略显著相关。基于以上结论,文章进一步提出了一些可行性建议:提高学生的搭配意识;鼓励学生在学习搭配时使用搭配词典;为学生提供更多的搭配相关练习;让学生接触更多的真实语料。

论文目录

• Chinese Abstract
• English Abstract
• List of Tables
• List of Figures
• Chapter 1 Introduction
• 1.1 Research Orientation and Key Research Questions
• 1.2 Feasibility, Purpose and Significance of the Thesis
• 1.3 Design of the Thesis
• Chapter 2 Literature Review
• 2.1 An Overview of Collocational Knowledge
• 2.1.1 Approaches to Collocational Analysis
• 2.1.2 Classification of Collocations
• 2.1.3 Lexical Collocations
• 2.2 The Studies on Adjective-noun Collocations
• 2.2.1 Criteria for Identifying Adjectives
• 2.2.2 Collocational Analysis to Adjective-noun Collocations
• 2.3 Empirical Research on L2 Collocation Acquisition
• 2.3.1 Research on the Measurement of Accuracy in the Use of Lexical Collocations
• 2.3.2 Empirical Studies on the Development of Collocational
• Chapter 3 Research Methodology and Data Analysis
• 3.1 Research Design
• 3.1.1 The Operational Definition of Collocations in This Study
• 3.1.2 Subjects
• 3.1.3 Instruments
• 3.2 Data Description
• 3.2.1 Total Mastery of the Three Types of Adjective-noun Collocational Knowledge across EFL Proficiency Levels
• 3.2.2 Receptive Mastery of the Three Types of Adjective-noun Collocational Knowledge across EFL Proficiency Levels
• 3.2.3 Productive Mastery of the Three Types of Adjective-noun Collocational Knowledge across EFL Proficiency Levels
• 3.2.4 Mastery of the Three Types of Adjective-noun Collocational Knowledge within EFL Proficiency Level
• 3.2.5 Results of the Questionnaire
• 3.3 Data Analysis
• 3.3.1 Relationship between Collocational Knowledge and Collocation Learning Strategies
• 3.3.2 Between-group Development
• 3.3.3 Within-group Development
• 3.3.4 Developmental Differences between Receptive and Productive Mastery
• 3.4 Factors Affecting the Acquisition of Adjective-noun Collocations
• Chapter 4 Pedagogical Implications and Feasible Suggestions
• 4.1 Pedagogical Implications
• 4.2 Feasible Suggestions
• 4.2.1 Raising Students’Awareness of Collocations
• 4.2.2 Encouraging Students to Use Collocational Dictionaries Instead of Electronic Dictionaries
• 4.2.3 Providing Students with More Collocation-related Exercises
• 4.2.4 Exposing Students to More English Originals
• Chapter 5 Conclusions
• 5.1 Conclusions Drawn from the Present Study
• 5.2 Limitations and Suggestions for Future Study
• References
• Appendix A Productive Adjective-noun Collocational Knowledge Test Paper
• Appendix B Receptive Adjective-noun Collocational Knowledge Test Paper
• Appendix C Questionnaire for Collocation Learning Strategies
• Appendix D Post Hoc Tests for Total Adjective-noun Collocational Knowledge across EFL Proficiency Levels
• Appendix E Post Hoc Tests for Three Types of Receptive Adjective-noun Collocational Knowledge across EFL Proficiency Levels
• Appendix F Post Hoc Tests for Three Types of Productive Adjective-noun Collocational Knowledge across EFL Proficiency Levels
• Acknowledgements