英语专业学生词汇深度知识学习策略研究 ——以搭配为例的实证研究

论文摘要

随着外语教学研究的进一步发展,越来越多的研究者发现：学习者的词汇能力主要取决于学习者对词汇深度知识的掌握程度。词汇深度知识包括很多方面,其中,搭配是最重要的一个方面。在影响学习者搭配学习的众多因素中,对学习策略的使用是最重要的一项。因此本文对英语专业学生的搭配学习策略进行了实证研究。本研究使用了调查问卷、访谈等调查手段,目的是了解英语专业学生对搭配的认知情况,探究搭配学习策略的基本类型和使用特点,比较只通过英语专业四级的学生与通过英语专业八级的学生在搭配学习策略使用上可能存在的差异,以及得出搭配学习策略的使用与英语熟练程度之间存在的关系。本研究通过分析得出以下结论：首先,在搭配认知方面,在确定共现频率较高的几个词是否属于搭配时,两组学习者都认为应该考虑语法规则。并且两组学习者都认为搭配是英语学习重要的组成部分。其次,在搭配策略使用上,研究对象使用包括元认知、认知、激活、记忆以及社交在内的多种学习策略。经过比较,认知策略使用频率最高,社交策略使用最低。第三,在策略使用差异方面,两组学习者在选择性注意策略、计划策略、猜测策略、字典运用策略上存在显著性差异。大部分策略与英语熟练程度有密切的关系：选择性注意策略、计划策略、猜测策略以及词典使用策略与英语熟练程度呈显著正相关；而复述策略与英语熟练程度的相关性最小。最后,本文讨论了该研究对搭配教学的启示以及本研究的局限性,并对以后相关方面的研究提出了建议。

论文目录

• 摘要
• ABSTRACT
• Chapter 1 Introduction
• 1.1 Background of the Study
• 1.2 Significance of the Research
• 1.3 Layout of the Thesis
• Chapter 2 Literature Review
• 2.1 Related Literature on Vocabulary Knowledge
• 2.1.1 Breadth and Depth of Vocabulary Knowledge
• 2.1.1.1 Definition of Collocation
• 2.1.1.2 Classifications of Collocation
• 2.1.2 Approaches to Describing the Depth of Vocabulary Knowledge
• 2.1.2.1 Dimensional Approach
• 2.1.2.2 Developmental Approach
• 2.1.3 Previous Empirical Studies on Depth of Vocabulary Knowledge
• 2.1.3.1 Previous Studies on Depth of Vocabulary Knowledge Abroad
• 2.1.3.2 Previous Studies on Depth of Vocabulary Knowledge in China
• 2.2 Related Literature on Vocabulary Learning Strategies
• 2.2.1 Vocabulary Learning Strategy Categories
• 2.2.2 Previous Researches into Vocabulary Learning Strategies
• 2.2.2.1 Researches into Vocabulary Learning Strategies Abroad
• 2.2.2.2 Researches into Vocabulary Learning Strategies in China
• 2.3 Summary
• Chapter 3 Methodology
• 3.1 Research Questions
• 3.2 Instruments
• 3.2.1 Questionnaire
• 3.2.2 Language Proficiency Tests
• 3.3 Subjects
• 3.4 Procedures of Data Collection
• Chapter 4 Results and Discussions
• 4.1 Results of Questionnaire Analysis
• 4.1.1 Results of Item Analysis
• 4.1.2 Results of Validity Analysis
• 4.1.3 Results of Reliability Analysis
• 4.2 Overall Patterns of Collocation Beliefs and Strategies
• 4.2.1 General Patterns of Collocation Beliefs
• 4.2.2 Overall Patterns of Collocation Learning Strategies
• 4.3 Use of Collocation Learning Strategies
• 4.3.1 Use of Metacognitive Strategies
• 4.3.2 Use of Cognitive Strategies
• 4.3.3 Use of Memory Strategies
• 4.3.4 Use of Activation Strategies
• 4.3.5 Use of Social Strategies
• 4.4 Differences in Strategy Use between Different Groups
• 4.5 Correlation between Different Collocation Learning Strategies and Language Proficiency
• 4.5.1 Correlation between Metacognitive Strategies and Language Proficiency
• 4.5.2 Correlation between Cognitive Strategies and Language Proficiency
• 4.5.3 Correlation between Memory Strategies and Language Proficiency
• 4.5.4 Correlation between Activation Strategies and Language Proficiency
• 4.5.5 Correlation between Social Strategies and Language Proficiency
• 4.6 Summary
• Chapter 5 Conclusion
• 5.1 Major Findings
• 5.2 Pedagogical Implications
• 5.3 Limitations and Suggestions for Further Research
• References
• Appendix Questionnaire
• Acknowledgements
• Resume