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认知风格与附带词汇习得的相关性研究

作　者: 刘文婷
导　师: 周晓玲
学　校: 广西师范大学
专　业: 外国语言学及应用语言学
关键词: 理科本科生认知风格场独立/依存附带词汇习得相关性
分类号: H319
类　型: 硕士论文
年　份: 2010年
下　载: 264次
引　用: 1次
阅　读: 论文下载

内容摘要

通过阅读附带习得词汇一直被语言教师及研究者看作一个有效的词汇学习策略。附带词汇习得也是第二语言研究中的一个热点问题。学术界已很多研究者致力于探索各种影响附带习得的因素,如学习任务、话题熟悉度、词汇修改以及内容图式等。然而,学习者的认知风格这一要素同样在很大程度上影响词汇的附带习得,但却被忽略了。本文调查了非英语专业理科本科生的认知风格和词汇附带习得的关系,旨在为大学英语词汇教学提供一些参考性的意见。本研究以问卷调查和词汇测试为主要手段。广西师范大学非英语专业164名理科本科生参与了本研究的各项测试,包括场独立/依存认知风格倾向的测量和两次词汇测试。用于测量受试者认知风格倾向的调查问卷是笔者根据Violand-Sánchez的研究结果自行翻译设计的,Paribakht & Wesche制定的单词熟悉等级程度量表被用来检测受试者目标词汇知识增长的情况。本文研究的三个问题是:1、非英语专业理科本科生的认知风格总体情况如何?2、非英语专业理科本科生在阅读中的词汇附带习得总体情况如何?3、受试的认知风格与词汇附带习得是否存在相关性?如果有相关性,如何相关?研究表明:1、非英语专业理科本科生的认知风格总体倾向场独立;2、非英语专业理科本科生通过阅读对目标词的知识总体有显著增长;3、受试词汇知识的增长同他们的场独立度呈正相关(R=.439, p<.01)。根据调查所得,本文对非英语专业理科生大学英语教学提出了几点建议:1、教师应提高对学生个体差异的意识,尤其是对学生的场独立/依存风格的意识;2、教师应该鼓励学生通过大量泛读附带习得词汇;3、教师应适时指导学生进行相关词汇学习策略培训;4、教师应将所有词汇教学方法结合起来,根据学生对词汇接受的反应而采用不同教学方法;5、教师应根据学生的需要和个人兴趣提供给学生可理解性的阅读材料;6、教师应运用“加工水平说”这一认知记忆理论,从而帮助学生有效记忆词汇;7、学生应该了解自己的词汇学习情况,同时也多了解自己的认知风格;8、学生应多阅读适合自己英语水平的英语材料,从而大量习得词汇。

全文目录

中文摘要  4-5
Abstract in English  5-13
Chapter 1 Introduction  13-16
  1.1 Reasons for the Present Study  13-14
    1.1.1 Requirements of College English Curriculum  13
    1.1.2 Specific Characteristics of College English Education  13
    1.1.3 Correlation Between College Students’Cognitive Style and Learning Strategy  13-14
  1.2 Aims and Research Questions of the Present Study  14
  1.3 Significance of the Present Study  14-15
  1.4 An Overall Structure of the Present Thesis  15-16
Chapter 2 Literature Review  16-30
  2.1 Rationales for the Study  16-17
    2.1.1 Cognitive Learning Theories  16
    2.1.2 Constructive Learning Theories  16-17
  2.2 Definitions and Classifications of Cognitive Style  17-19
    2.2.1 Definitions of Cognitive Style  17-18
    2.2.2 Classifications of Cognitive Style  18-19
  2.3 Definitions, Assessments and Characteristics of Field-Independence (FI) Style and Field-Dependence (FD) Style  19-22
    2.3.1 Definitions of FI/FD Style  19-20
    2.3.2 Assessments of FD/FI Style  20-21
    2.3.3 Characteristics of FI Style and FD Style  21-22
  2.4 Modes of Vocabulary Acquisition  22-24
    2.4.1 Intentional and Incidental Vocabulary Learning  23
    2.4.2 Direct and Indirect Vocabulary Learning  23-24
    2.4.3 Explicit and Implicit Vocabulary Learning  24
  2.5 Brief Reviews of Researches on Cognitive Style  24-26
    2.5.1 Researches on FD/FI Abroad  24-25
    2.5.2 Researches on FD/FI in China  25-26
  2.6 Brief Reviews of Researches on Incidental Vocabulary Acquisition (IVA)  26-28
    2.6.1 Researches on IVA Abroad  26-27
    2.6.2 Researches on IVA in China  27-28
  2.7 Brief Reviews of Researches on the Correlation Between Cognitive Style and IVA  28-30
Chapter 3 Research Design and Methodology  30-34
  3.1 Subjects  30
  3.2 Instruments  30-31
    3.2.1 Cognitive Style Questionnaire  30
    3.2.2 Vocabulary Knowledge Scale (VKS)  30-31
    3.2.3 Reading Material and Target Words  31
  3.3 Procedures  31-33
    3.3.1 Measurement of Subjects’FD/FI Style  31-32
    3.3.2 Vocabulary Tests  32
    3.3.3 Grading the Papers  32-33
  3.4 Data  33-34
    3.4.1 Data Collection  33
    3.4.2 Data Analysis  33-34
Chapter 4 Results, Findings and Analysis  34-45
  4.1 An Overview on FI/ FD of Non-English Majors in Science (NEMS)  34-43
    4.1.1 An Overall Description of FI/FD of NEMS  34-39
      4.1.1.1 Situation of FI of NEMS  35-36
      4.1.1.2 Situation of FD of NEMS  36-37
      4.1.1.3 Corresponding Analysis  37-39
    4.1.2 An Overall Description of IVA of NEMS  39-43
      4.1.2.1 Situation of IVA of NEMS in Pre-test  39-40
      4.1.2.2 Situation of IVA of NEMS in Post-test  40-41
      4.1.2.3 Situation of Subjects’Vocabulary Knowledge Gains in Vocabulary Test  41
      4.1.2.4 Corresponding Analysis  41-43
  4.2 Correlation Between Cognitive Style and IVA  43-45
    4.2.1 Presentation of Correlation Between Cognitive Style and IVA  43
    4.2.2 Corresponding Analysis  43-45
Chapter 5 Implications  45-53
  5.1 Major Findings of the Study  45
  5.2 Implications of the Study  45-53
    5.2.1 Implications for Teaching  46-51
      5.2.1.1 Arousing Awareness of FD/FI Differences  46
      5.2.1.2 Learning Words Incidentally Through Extensive Reading  46-47
      5.2.1.3 Instructing Vocabulary Learning Strategies  47-48
      5.2.1.4 Combining Teaching Approaches  48-49
      5.2.1.5 Selecting and Using Reading Materials  49-50
      5.2.1.6 Promoting Deeper Processing  50-51
    5.2.2 Implications for Learning  51-53
      5.2.2.1 Understanding Learners’Own Cognitive Styles  51
      5.2.2.2 Reading More Suitable Materials  51-53
Chapter 6 Conclusion  53-55
  6.1 Summary of the Present Study  53
  6.2 Limitations of the Present Study  53-54
  6.3 Suggestions for Further Studies  54-55
Bibliography  55-60
Appendices  60-65
  Appendix A  60-62
  Appendix B  62-63
  Appendix C  63-65
Publications During the Postgraudate Program  65-66
Acknowledgements  66-67

认知风格与附带词汇习得的相关性研究

内容摘要

全文目录

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