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非英语专业学生词汇学习策略对词汇深度知识的影响

作　者: 李娜
导　师: 高东军
学　校: 河南科技大学
专　业: 外国语言学及应用语言学
关键词: 词汇深度知识词汇学习策略显著性差异相关性
分类号: H319
类　型: 硕士论文
年　份: 2011年
下　载: 12次
引　用: 0次
阅　读: 论文下载

内容摘要

为了了解目前中国非英语专业大学生词汇深度知识的掌握情况和词汇学习策略的使用情况,本文通过一项实证性研究来调查两者在教学中的情况以及它们之间的相关性。本文研究是基于Nation的词汇深度知识理论和O’Malley & Chamot的词汇学习策略理论。其中Nation把词汇深度知识分为四类:词的语言形式(发音和拼写)、词在句中的位置(语法形式和搭配)、词的使用功能(频率和正确使用)和词义(意义与其他词的关系)。O’Malley & Chamot把词汇学习策略分为三个层面:元认知策略、认知策略和社交策略,其中最有效的策略是认知策略,运用这种策略能够指导词汇深度知识的学习。此外,词汇深度知识与元认知策略、认知策略和社交策略存在不同程度的相关性;认知策略分类中的联想策略与词汇深度知识的相关性最为显著。本次实验调查分为前测和后测。前测是了解非英语专业本科生词汇深度知识的掌握情况和词汇学习策略的整体使用情况,经过四个月的学习与练习之后进行后测,在O’Malley & Chamot等人对词汇学习策略研究基础上,运用这些有效的学习策略指导学生学习词汇深度知识,从而分析在词汇深度知识方面前测和后测之间的联系与差异性。本次研究是以152名河南科技大学非英语专业本科生为受试对象,要求完成一份词汇深度知识测试卷和一份词汇学习策略的调查问卷,其中词汇深度知识测试卷中的词汇选自《大学英语综合教程》。研究工具中的词汇深度知识测试卷包括3种题型:(1)基于John Read的词汇联想测试卷所修改的题目。(2)基于Paribakht and Wesche的词汇知识量表测试卷所修改的选择题。(3)造句的词汇深度知识测试卷题目。词汇学习策略的调查问卷是基于Gu和Johnson设计基础上的。通过对收集的数据用SPSS11.5统计软件进行分析,实验研究结论如下:一、受试对象对词汇深度知识的掌握情况不太乐观,在联想测试、选择题和造句这三种题型中,被试者的分数都不高。二、在词汇学习策略的三个层面中,认知策略的使用频率最高。除此之外,在元认知策略和认知策略中使用频率最高的分别是自我评估策略、联想策略和重复策略,然而,社交策略的使用频率非常低。三、词汇深度知识与选择策略的相关系数非常高,与联想策略的相关系数也较高,这说明选择策略和联想策略对词汇深度知识的提高有很大帮助。总而言之,作者认为非英语专业学生应恰当地运用有效的词汇学习策略,以提高他们的词汇深度知识水平。

全文目录

摘要  3-5
Abstract  5-7
List of tables and figures  7-11
Chapter One Introduction  11-15
  1.1 Background of the study  11-12
  1.2 Purpose of the study  12
  1.3 Significance of the study  12-13
  1.4 Organization of the thesis  13-15
Chapter Two Literature review  15-27
  2.1 The definition of “word”and “vocabulary knowledge”  15-17
    2.1.1 Tokens and types  16
    2.1.2 Word families, lemmas and high-frequency words  16
    2.1.3 Breadth of vocabulary knowledge  16-17
    2.1.4 Depth of vocabulary knowledge  17
  2.2 Previous researches on vocabulary knowledge  17-20
    2.2.1 Previous researches on breadth of vocabulary knowledge  17-18
    2.2.2 Previous researches on depth of vocabulary knowledge  18-20
      2.2.2.1 Previous researches on depth of vocabulary knowledge abroad  18-19
      2.2.2.2 Previous researches on depth of vocabulary knowledge in China  19-20
  2.3 Studies on vocabulary learning strategies and vocabulary ability  20-23
    2.3.1 Introduction of vocabulary learning strategies  20-21
    2.3.2 Classifications of vocabulary learning strategies  21-22
      2.3.2.1 Oxford’s classification  21
      2.3.2.2 O’Malley and Chamot’s classification  21-22
      2.3.2.3 Gu and Johnson’s classification  22
      2.3.2.4 Schmitt and McCarthy’s classification  22
      2.3.2.5 Cohen’s classification  22
    2.3.3 Empirical studies on vocabulary learning strategies  22-23
      2.3.3.1 Empirical studies on vocabulary learning strategies abroad  22-23
      2.3.3.2 Empirical studies on vocabulary learning strategies at home  23
  2.4 Previous studies on the relationship between depth of vocabulary knowledge and vocabulary learning strategies  23-25
  2.5 Summary  25-27
Chapter Three Theoretical framework  27-31
  3.1 Theoretical framework of depth of vocabulary knowledge proposed by Nation  27-29
  3.2 Theoretical framework of vocabulary learning strategies proposed by O’Malley Chamot  29-30
  3.3 Summary  30-31
Chapter Four Methodology  31-39
  4.1 Subjects  31
  4.2 Research questions  31-32
  4.3 Instruments  32-36
    4.3.1 Test papers on depth of vocabulary knowledge  32-33
    4.3.2 Questionnaire design  33-36
  4.4 Procedure  36-37
  4.5 Scoring of the test  37-38
  4.6 Methods of data analysis  38
  4.7 Summary  38-39
Chapter Five Results and discussions  39-55
  5.1 The results of depth of vocabulary knowledge in the pre-test  39-40
  5.2 The results of vocabulary learning strategies in the pre-test  40-44
    5.2.1 The general use of various vocabulary learning strategies  40-42
    5.2.2 The use of vocabulary learning strategies at three dimensions  42-44
  5.3 Analysis and discussions about the effect of vocabulary learning strategies on depth of vocabulary knowledge (quantitative analysis)  44-52
    5.3.1 The overall situation of depth of vocabulary knowledge and vocabulary learning strategies in the pre-test  44-45
    5.3.2 The differences of depth of vocabulary knowledge between pre-test and post-test  45-48
    5.3.3 The correlation between depth of vocabulary knowledge and vocabulary learning strategies  48-52
      5.3.3.1 Correlations between beliefs on vocabulary learning and depth of vocabulary knowledge  48-49
      5.3.3.2 Correlations between depth of vocabulary knowledge and vocabulary learning strategies at meta-cognitive dimension  49-50
      5.3.3.3 Correlations between depth of vocabulary knowledge and vocabulary learning strategies at cognitive dimension  50-51
      5.3.3.4 Correlations between depth of vocabulary knowledge and vocabulary learning strategies at social/affective dimension  51-52
  5.4 The application of vocabulary learning strategies (qualitative analysis)  52-53
  5.5 Summary  53-55
Chapter Six Conclusion  55-59
  6.1 Major findings  55-56
  6.2 Limitations of the present study  56
  6.3 Implications and suggestions for the future research in this field  56-59
Bibliography  59-63
Appendix I  63-69
Appendix II  69-71
Acknowledgements  71-72
攻读硕士学位期间的研究成果  72

非英语专业学生词汇学习策略对词汇深度知识的影响

内容摘要

全文目录

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