本文關(guān)鍵詞：高中生英語聽力詞匯量與閱讀詞匯量的相關(guān)性研究　出處：《閩南師范大學》2017年碩士論文　論文類型：學位論文

  更多相關(guān)文章： 聽力詞匯 閱讀詞匯 詞匯量 詞匯難易度

【摘要】：英語詞匯研究一直都是第二語言研究中的熱點話題,各國的研究者不斷開辟新的視角來探索詞匯習得方法,并運用多種不同測量工具和研究方法深入研究詞匯教學,促進這一領(lǐng)域的相關(guān)研究不斷向縱深方向發(fā)展。筆者通過整理知網(wǎng)查閱到的相關(guān)文獻,發(fā)現(xiàn)關(guān)于英語詞匯的研究成果繁多,然而當我們把研究視角縮小到閱讀詞匯和聽力詞匯的時候,會發(fā)現(xiàn)該視域下的研究成果則大大減少,研究者對于閱讀詞匯的探討相對多些,而針對聽力詞匯的探討則較少,對兩種詞匯的結(jié)合研究就更少了。此外,在高中英語課堂教學實際中,我們時常會遇到這樣的情形:同一個單詞,學生只有看到才領(lǐng)會其意思,聽的時候卻不知所云。筆者認為,導致此種現(xiàn)象的可能原因之一就是學生的聽力詞匯量水平與其閱讀詞匯量水平的差異。為了驗證高中學生的聽力詞匯量水平是否比其閱讀詞匯量水平低,并找出這兩種詞匯量水平之間的相關(guān)性規(guī)律,筆者以漳州市某中學高一年級兩個平行班學生為測試對象,兩個班分別57人,共114人,以改編的詞匯量水平測試卷和聽、讀水平測試卷作為主要的測量工具,對學生分別進行詞匯量水平測試和聽、讀交叉測試,然后借助SPSS21.0對這三項測試結(jié)果進行描述性統(tǒng)計和相關(guān)性分析,還對學生的總體詞匯量水平進行分組討論,從而探討學生英語聽讀詞匯量相關(guān)性的變化規(guī)律,并運用相關(guān)理論(即克拉申的輸入理論和信息加工理論)解釋這一變化規(guī)律。因此,本研究試圖回答以下四個問題:(1)高中生英語詞匯量水平如何?(2)詞匯難度的變化對高中生的聽力詞匯量水平和閱讀詞匯量水平有何影響?(3)不同詞匯量水平者的聽讀詞匯量水平有何差異?(4)高中生英語聽力詞匯量水平和閱讀詞匯量水平有何相關(guān)性?通過數(shù)據(jù)分析與討論,本研究發(fā)現(xiàn):(1)高中生英語聽力詞匯量比較匱乏,且聽力詞匯量水平遠低于其閱讀詞匯量水平;(2)高中生英語詞匯量水平和聽讀詞匯量水平均隨著詞匯難度的增大而減少;(3)總體詞匯量水平越高的學生,他們的聽讀詞匯量水平也相對更高,二者呈正相關(guān)關(guān)系;(4)高中生的英語聽力詞匯量與閱讀詞匯量的相關(guān)關(guān)系為顯著正相關(guān),且這兩種詞匯量的相關(guān)性隨著詞匯難度的增大而變小�；谏鲜鏊l(fā)現(xiàn)的聽讀詞匯量的相關(guān)性規(guī)律,結(jié)合本研究的理論基礎(chǔ)(即克拉申的輸入理論和信息加工理論),本文提出了一些切實可行的高中英語詞匯教學建議,比如課標中可以增加對于聽力詞匯的要求、加大對學生的可理解性聽力輸入量、注重單詞發(fā)音的準確性、重視詞匯的音形和音義貫通、采取各種措施加強聽力詞匯教學等,以期能夠推動學生的閱讀詞匯向聽力詞匯的成功轉(zhuǎn)化,從而擴大學生的聽力詞匯量,幫助學生攻克聽力理解中的聽力詞匯障礙,提高學生聽音識別詞義和詞形的能力,逐漸縮小其詞匯聽讀識別能力的差距,并促使學生的詞匯閱讀水平和詞匯聽力水平得到更為均衡的發(fā)展。
[Abstract]:The study of English vocabulary has always been a hot topic in second language research, the researchers of all countries continue to open up a new perspective to explore the vocabulary acquisition method, and use a variety of different measurement tools and research methods in-depth study of vocabulary teaching, and promote the related research in this area continues to develop in depth. The related literatures refer to HowNet the research results found on English vocabulary range, but when we put the perspective down to reading vocabulary and listening vocabulary, will find the research results of this perspective is greatly reduced, the study for reading vocabulary relatively more, and to explore the listening vocabulary is less, the combination of two words even less. In addition, in the high school English classroom teaching practice, we often encounter such a situation: the same words, students only see it brought Will it mean, listen but incomprehensible. The author believes that the differences may one of the reasons leading to this phenomenon is that students' listening vocabulary level and vocabulary level reading. In order to verify the high school students' listening vocabulary level is better than the low level of reading vocabulary, and find out the correlation between the two levels of vocabulary, the author in Zhangzhou a high school in the first grade two classes of students for the test object, the two classes were 57 people, a total of 114 people, in order to adapt the vocabulary proficiency test and listening, reading proficiency test as the main measurement tool, the students were reading and listening vocabulary level test, cross test, and then with the help of SPSS21.0 the three test results of descriptive statistics and correlation analysis, a discussion of students' overall level of vocabulary, so as to explore the students' English Listening Vocabulary Changes of correlation, and using the related theory (i.e., Krashen's input theory and information processing theory) to explain this variation. Therefore, this study attempts to answer the following four questions: (1) high school students English vocabulary level? (2) the change of lexical difficulty on students' listening vocabulary level and reading what is the effect of vocabulary level? (3) different levels of vocabulary listening and reading vocabulary level differences? (4) high school students' English listening vocabulary level and vocabulary level reading what is the relevance? Through data analysis and discussion, this study found that: (1) high school students' English listening vocabulary is relatively scarce, and the listening vocabulary level far below the level of reading vocabulary; (2) reading and listening vocabulary level were reduced with increase of the lexical difficulty of English vocabulary in senior high school; (3) the overall vocabulary with higher levels of students, their listening and reading The vocabulary level is relatively high, the two positive correlation; (4) correlation between high school students' English listening vocabulary and reading vocabulary is a significant positive correlation, and the correlation between the two kinds of vocabulary with increasing vocabulary difficulty becomes smaller. The law of the correlation between listening and reading vocabulary found based on the basis of the theory this study (i.e., Krashen's input theory and information processing theory), this paper puts forward some feasible suggestions on English Vocabulary Teaching in senior high school, for example, can increase the requirements for listening vocabulary curriculum, to increase students' comprehensible listening input, focus on the accuracy of pronunciation, vocabulary and pronunciation and form value and through, take various measures to strengthen the vocabulary teaching, in order to promote the students' reading vocabulary to listening vocabulary successfully transformed, so as to expand the students' listening vocabulary, help Students can overcome the obstacles of listening and vocabulary in listening comprehension, improve their listening ability, recognize their meaning and form, and gradually narrow their differences in listening, speaking, reading and recognition, and stimulate students' vocabulary reading level and vocabulary listening level to develop more evenly.

【學位授予單位】：閩南師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41

【參考文獻】

相關(guān)期刊論文 前10條

1 胡一平;高佳佳;陸宏;;英語詞匯自適應測試系統(tǒng)中詞匯難度的判定[J];現(xiàn)代教育技術(shù);2016年03期

2 邵永存;原英;;可理解性聽力輸入與詞匯復習——高中生英語閱讀詞匯向聽力詞匯轉(zhuǎn)化的實驗報告[J];亞太教育;2015年08期

3 陳沛琴;李晶晶;高翔;;詞匯難度等級與其反應速度[J];天津市經(jīng)理學院學報;2014年01期

4 黃伶燕;海川;;大學英語常用詞匯量測試方法探析[J];語文學刊(外語教育教學);2013年06期

5 張娜娜;;有關(guān)英語學習者通過閱讀附帶習得詞匯的實證研究[J];外語教學;2013年01期

6 張淑靜;;大學英語專業(yè)學生聽力詞匯量測試分析[J];新鄉(xiāng)學院學報(社會科學版);2012年06期

7 傅志紅;;閱讀詞匯量比照下的聽力詞匯量研究和聽力詞匯教學[J];銅陵職業(yè)技術(shù)學院學報;2012年01期

8 張曉東;;詞匯知識與二語聽力理解關(guān)系研究[J];外語界;2011年02期

9 龔兵;;對閱讀詞匯知識閾限假設(shè)的再思考[J];外國語言文學;2010年02期

10 邱東林;李紅葉;;多種輸入模式對聽力理解和詞匯記憶的影響[J];外語界;2010年01期

相關(guān)博士學位論文 前1條

1 杜方圓;英語聽力理解中的解碼和意義構(gòu)建[D];復旦大學;2013年

相關(guān)碩士學位論文 前10條

1 張英卓;基于聽力輸入基礎(chǔ)上的高中英語閱讀詞匯向聽力詞匯轉(zhuǎn)換的探究[D];哈爾濱師范大學;2016年

2 任卜亞倫;高中生英語詞匯技能對聽力理解成績的影響研究[D];揚州大學;2016年

3 周麒;高中生英語詞匯知識與閱讀能力關(guān)系探究[D];華東師范大學;2015年

4 高雁;詞匯量與閱讀理解的相關(guān)性研究[D];浙江大學;2015年

5 原英;通過聽力輸入將高中生英語閱讀詞匯轉(zhuǎn)換為聽力詞匯的應用研究[D];東北師范大學;2013年

6 黃姍;二語詞匯習得理論視野下詞匯知識對高中英語閱讀理解能力的影響研究[D];贛南師范學院;2013年

7 周逢;詞匯知識的深度在閱讀理解中的作用[D];華東師范大學;2009年

8 徐震;評估非英語專業(yè)大學生的詞匯知識與聽力理解間的關(guān)系[D];山東大學;2009年

9 李金柯;英語詞匯知識與閱讀理解相關(guān)性研究[D];蘇州大學;2008年

10 李永康;第二語言詞匯難度及難度因素分級研究[D];湖南師范大學;2003年

，

本文編號：1372885