詞匯作為語言學習的基礎,詞匯習得的探討同樣廣受關(guān)注。近些年來,學者的注意力也在漸漸從詞匯廣度知識轉(zhuǎn)移到詞匯深度知識上來,詞匯習得指的不僅僅是簡單地掌握其音、形、義,還需要對這個詞的知識有全面的把握,即掌握其詞匯深度能力。而學習者的詞匯深度能力又與他們所采用的學習觀念、學習方法和策略息息相關(guān)。詞匯學習策略是指學習者有意借助一些方法來更好的理解和記憶詞匯。同時,詞匯與閱讀的相互關(guān)系也一直是二語研究的關(guān)注焦點。在相關(guān)研究基礎上,本研究試圖將詞匯深度知識和詞匯學習策略視為影響學生閱讀能力的兩個因素。本研究選取50名某實驗性高中的高二學生作為受試,對他們的詞匯深度知識和詞匯學習策略的總體情況進行調(diào)查,并收集了當月期中考試閱讀部分的成績。筆者首先對高中學生的詞匯學習策略和詞匯深度知識進行調(diào)查。通過調(diào)查問卷來收集學生的詞匯學習策略使用情況;詞匯深度知識從詞匯的近義詞、一詞多義和搭配進行測量。同時,這兩項作為影響學習者詞匯能力的因素,分別對它們和閱讀能力的關(guān)系也進行了研究。本文提出了以下研究問題:1)高中學生所采用的詞匯學習策略的整體水平以及詞匯深度能力如何?2)學習者采用的學習策略與詞匯深度知識是否顯...

【文章頁數(shù)】：106 頁

【學位級別】：碩士

【文章目錄】：
Abstract
摘要
Chapter Ⅰ Introduction
    1.1 Background of the Study
    1.2 Significance of the Study
    1.3 Organization of the Thesis
Chapter Ⅱ Literature Review
    2.1 Vocabulary Knowledge
        2.1.1 Definition and Framework of Vocabulary Knowledge
        2.1.2 Breadth and Depth of Vocabulary Knowledge
        2.1.3 Dimensional Approaches to Depth of Vocabulary Knowledge
    2.2 Vocabulary Learning Strategies
        2.2.1 Definition and Features of Vocabulary Learning Strategies
        2.2.2 Classifications of Vocabulary Learning Strategies
    2.3 Related Researches
        2.3.1 Previous Studies on Depth of Vocabulary Knowledge
        2.3.2 Previous Studies on Vocabulary Learning Strategies
        2.3.3 Previous Studies between Depth of Vocabulary Knowledgeand Vocabulary Learning Strategies
        2.3.4 Previous Studies on the Relationship between Reading andVocabulary Knowledge
        2.3.5 Summary
Chapter Ⅲ Research Methodology
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Instruments
        3.3.1 Vocabulary Learning Strategies Questionnaire (hereafter VLS)
        3.3.2 Depth of Vocabulary Knowledge Test
        3.3.3 Reading Test
    3.4 Research Procedures
    3.5 Data Collection
Chapter Ⅳ Results and Discussion
    4.1 The Results of Learners' Vocabulary Learning Strategies
        4.1.1 Vocabulary Learning Strategies at Metacognitive Level
        4.1.2 Vocabulary Learning Strategies at Cognitive Level
        4.1.3 Vocabulary Learning Strategies at Social/Affective Level
    4.2 Overall State of Depth of Vocabulary Knowledge
    4.3 Results of Reading Test
    4.4 Results of Correlation Analysis
        4.4.1 Correlation Analysis between VLS and DVK
        4.4.2 Correlation Analysis between DVK and Reading Ability
        4.4.3 Correlation Analysis between VLS and Reading Ability
    4.5 Discussion
        4.5.1 Overall Pattern of DVK and VLS
        4.5.2 The Correlations between DVK and VLS
        4.5.3 Effects of Two Factors on Reading Ability
Chapter Ⅴ Conclusion
    5.1 Major Findings
    5.2 Pedagogical Implications
    5.3 Limitations of the Study and Suggestions for Further Study
Bibliography
Appendices
    Appendix Ⅰ Depth of Vocabulary Knowledge Test
    Appendix Ⅱ Vocabulary Learning Strategies Questionnaire
    Appendix Ⅲ Reading Test
Acknowledgements
附件



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