中国初中英语学习者二语心理词汇的调查及其对英语词汇教学的启示

论文摘要

近年来,二语词汇习得已成为心理语言学和应用语言学研究的热门领域。而心理词汇已经发展成为心理语言学中的独立的,近期非常活跃的研究领域。心理词汇也叫内部词汇,是指储存在人长期记忆中词汇信息的表征。探索二语心理词汇内部结构以及词汇间是如何联系与储存,可以促进有效的习得二语词汇。最近许多国内的专家学者试图揭示中国英语学习者的心理词汇的本质,并在这一领域取得了巨大的进展。现阶段主要是以高等教育的学习者为研究对象,而基础教育阶段的学习者的心理词汇状态远远没受到重视。而初中学习者在二语词汇习得中所面临的问题是:(1)从小学三年级开始学习英语,课余时间,节假日也学习了各种课外英语,他们记忆了很多英语单词,但很快就忘记了;(2)在日常的对话与考试中一些似曾相识的单词却怎么也记不起来,以至于无法用英语进行交流;造成考试的失败;(3)他们想知道在今后的英语学习中应如何扩大自己的词汇量,如何记忆单词。针对以上问题,本文旨在通过运用词汇联想实验探讨中国初中英语学习者的二语心理词汇联系方式,并结合其特征提出有利于初中英语学习者词汇习得的启示.参加测试的共有90名初中生,他们均是来自大连瓦房店市(县级市)不同中学的初中生.初一,初二,初三,各30人,本研究调查工具为单词联想测试:测试结果表明: (1)就整体而言,中国初中英语学习者二语心理词汇是以母语概念为中介的语义组织,学习者没能对已学过的二语词汇进行有效的储存并建立起二语词汇间的相关语义概念的联系,.心理词汇存在严重的问题.这直接导致上述学习者在二语词汇学习中所面临的问题. (2)针对不同词类,来自三个年级的初中学习者在心理词汇的排列方式上略有差异。动词的反应类型倾向于语音联系,而名词和形容词则倾向于语义联系。最后基于上述研究,本文提出了初中英语学习者的二语词汇认知模型.鉴于初中生的英语学习主要是在教师的指导下进行的,本文也为初中英语教师如何帮助学习者建立起词汇间的有效联系、完善二语心理词汇提出了若干教学建议。

论文目录

• CHINESE ABSTRACT
• ENGLISH ABSTRCT
• AKNOWLEDGEMENTS
• FIGURES AND TABLES
• ABBREVEIATIONS
• CHAPTER ONE Introduction
• 1.1 Rationale of the present study
• 1.2 Significance of the study
• 1.3 Research questions
• 1.4 Organization of the chapters
• CHAPTER TWO Literature Review of Mental Lexicon
• 2.1 The notion of mental lexicon
• 2.1.1 Definition of mental lexicon
• 2.1.2 Comparison between mental lexicon and dictionaries
• 2.2 Studies on the organization of L1 mental lexicon
• 2.2.1 The internal structure of L1 mental lexicon
• 2.2.2 Semantic organization of L1 mental lexicon
• 2.2.3 Hierarchical network model
• 2.2.4 Spreading activation model
• 2.3 Studies on the organization of L2 mental lexicon
• 2.3.1 Phonological view
• 2.3.2 Semantic view
• 2.4 Jang’s three stages of lexical development in L2
• 2.4.1 The formal stage
• 2.4.2 The L1 lemma mediation stage
• 2.4.3 The L2 integration stage
• 2.5 Studies on relationship between L1 and L2 mental lexicon
• 2.5.1 The shared distributional asymmetrical model
• 2.6 Empirical studies on mental lexicon in China
• 2.7 Limitations of the previous research
• CHAPTER THREE Research Methodology
• 3.1 Research questions
• 3.2 Method
• 3.2.1 Subjects
• 3.2.2 Instrument
• 3.2.3 Selection of prompt words
• 3.2.4 Pilot studies
• 3.2.5 Procedures and instructions
• 3.2.6 Data collection
• 3.2.7 Data analysis
• CHAPTER FOUR Results and Analysis
• 4.1 Quantitative results
• 4.1.1 Response patterns according to L2 learners of three different grades
• 4.1.1.1 Overall distribution of response types
• 4.1.1.2 Comparison of each response type within each grade
• 4.1.1.3 Comparison of each response type among the three grades
• 4.1.2 Response patterns according to three different word classes
• 4.1.2.1 Overall distribution of response types for nouns
• 4.1.2.2 Overall distribution of response types for verbs
• 4.1.2.3 Overall distribution of response types for adjectives
• 4.2 Qualitative results
• 4.2.1 Semantic links
• 4.2.1.1 Response words for the chosen prompt words in semantic links
• 4.2.1.2 First reaction from the subjects in the association test
• 4.2.1.3 Discussion: semantic links
• 4.2.2 Phonological links
• 4.2.2.1 Semantically unrelated phonological links
• 4.2.2.2 Phonological links from the same word family
• 4.3 Major findings
• CHAPTER FIVE Implications and Conclusions
• 5.1 Implications for L2 vocabulary teaching
• 5.1.1 Theoretical implications
• 5.1.2 Pedagogical implications
• 5.2 Conclusion
• 5.3 Limitations of the present study and suggestions for further research
• References
• Appendix