【摘要】：輸入頻次在二語習(xí)得領(lǐng)域是一個重要的研究課題。輸入頻次是如何影響二語習(xí)得的,這是一個值得研究和討論的問題。然而,在過去的幾十年里,人們對輸入頻次的影響關(guān)注的較少。隨著基于使用的語言學(xué)的發(fā)展,輸入頻次對二語習(xí)得的影響才逐漸流行。對于語言學(xué)習(xí)來說,重復(fù)率和接觸率是非常關(guān)鍵的。頻率是習(xí)得語言的關(guān)鍵,因為語言的規(guī)則是從學(xué)習(xí)者對語言輸入分布的分析得來的(Ellis,2002a)。頻率效應(yīng)影響語言處理和學(xué)習(xí)的各個方面,不同水平的語言現(xiàn)象的處理都取決于頻率。另外,詞塊與頻次都是二語習(xí)得領(lǐng)域的研究熱點。本研究以79名大學(xué)生為研究對象,旨在考察輸入頻次對短語動詞習(xí)得的影響。研究問題為:第一,輸入頻次對大學(xué)生英語短語動詞習(xí)得有影響嗎?最佳輸入頻次是多少?第二,輸入頻次對短語動詞的接受性知識和產(chǎn)出性知識影響有差別嗎?如果有,是什么?第三,不同類型的輸入頻次對短語動詞習(xí)得的影響有差別嗎?如果有,差別是什么?研究中,79名大學(xué)生以班為單位,分成AB兩組。A組接受的是單一重復(fù)的閱讀材料,B組接觸的是變化重復(fù)的閱讀材料。AB兩組要在規(guī)定的時間內(nèi)閱讀完12遍帶有目標(biāo)動詞短語的材料,每閱讀完三遍后,進(jìn)行詞匯測試,共進(jìn)行四次測試。一周后,進(jìn)行后測。后測只進(jìn)行一次測試,檢查學(xué)生對目標(biāo)短語動詞的習(xí)得情況。研究結(jié)果表明,輸入頻次對短語動詞習(xí)得的影響顯著。對于大多數(shù)實驗對象來說,本次實驗中的最佳輸入頻次是12次。輸入頻次對詞塊產(chǎn)出性知識的影響要大于接受性知識。在兩種輸入模式下,變化重復(fù)的閱讀材料更有利于學(xué)生的詞塊習(xí)得。
[Abstract]:Input frequency is an important research topic in the field of second language acquisition. How input frequency affects second language acquisition is a problem worth studying and discussing. However, in the past few decades, less attention has been paid to the impact of input frequency. With the development of using-based linguistics, the influence of input frequency on second language acquisition becomes more and more popular. Repetition rate and contact rate are very important for language learning. Frequency is the key to language acquisition because language rules are derived from learners' analysis of language input distribution (Ellis,2002a). Frequency effect affects all aspects of language processing and learning, and the processing of language phenomena at different levels depends on frequency. In addition, lexical chunks and frequency are hot topics in the field of second language acquisition. The purpose of this study was to investigate the effect of input frequency on phrasal verb acquisition in 79 college students. The research questions are as follows: first, does the input frequency affect the acquisition of English phrasal verbs by college students? What is the best input frequency? Second, does the input frequency affect the receptive knowledge and the productive knowledge of phrasal verbs differently? If so, what is it? Third, do different types of input frequency have different effects on the acquisition of phrasal verbs? If so, what is the difference? In the study, 79 college students were divided into two groups, AB group. Group A received a single repetitive reading material. Group B was exposed to a variable repetition of reading material. AB and two groups were asked to read 12 times with target verb phrases within a specified time. After reading three times, take a vocabulary test, a total of four tests. A week later, a post-test was performed. Only one test was conducted to examine the acquisition of target phrasal verbs. The results show that input frequency has a significant effect on the acquisition of phrasal verbs. For most subjects, the best input frequency in this experiment is 12. The effect of input frequency on the productive knowledge of lexical chunks is greater than that of receptive knowledge. In the two input modes, the variable repetition of reading materials is more beneficial to the acquisition of lexical chunks.
【學(xué)位授予單位】：渤海大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：H319.3

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