本文選題：詞匯深度知識(shí)　切入點(diǎn)：非英語(yǔ)專業(yè)學(xué)生　出處：《山東師范大學(xué)》2017年碩士論文

【摘要】：隨著大學(xué)英語(yǔ)教學(xué)的深入改革,教師更加注重培養(yǎng)學(xué)生的交際能力。詞匯知識(shí)作為交際的基礎(chǔ),在學(xué)生的整體語(yǔ)言能力中占據(jù)著不可替代的作用。然而,在二語(yǔ)習(xí)得研究中,對(duì)于詞匯的研究直到20世紀(jì)80年代才開始受到重視,并且研究的焦點(diǎn)主要集中在詞匯廣度上。90年代后期,國(guó)外學(xué)者逐漸意識(shí)到詞匯的學(xué)習(xí)不應(yīng)只局限在詞匯廣度上,他們提出了“詞匯深度知識(shí)”這一概念。詞匯深度知識(shí)的研究是從詞匯的量的研究轉(zhuǎn)移到對(duì)詞匯質(zhì)的研究。目前,對(duì)詞匯深度知識(shí)和語(yǔ)言能力的研究主要集中在閱讀和聽力方面,對(duì)寫作的探討還寥寥無(wú)幾,詞匯深度知識(shí)在寫作中所起的作用被相對(duì)忽視。對(duì)詞匯深度的研究主要是共時(shí)研究,歷時(shí)研究相對(duì)缺乏。同時(shí),學(xué)習(xí)者在寫作上投入更多的時(shí)間,但是收效甚微。因此,為了全面探討詞匯深度知識(shí)對(duì)英語(yǔ)寫作水平的作用,迫切需要進(jìn)行關(guān)于詞匯深度知識(shí)對(duì)英語(yǔ)寫作水平影響的實(shí)證研究。鑒于此,本研究欲對(duì)非英語(yǔ)專業(yè)學(xué)生的詞匯深度知識(shí)對(duì)英語(yǔ)寫作水平的影響進(jìn)行研究,以了解學(xué)生的詞匯深度知識(shí)和英語(yǔ)寫作現(xiàn)狀,探究詞匯深度知識(shí)在不同寫作水平上是否存在差異,詞匯深度知識(shí)和英語(yǔ)寫作水平的相關(guān)性以及對(duì)寫作水平的預(yù)測(cè)程度,最后,通過教學(xué)實(shí)驗(yàn)研究詞匯深度知識(shí)教學(xué)是否可以提高學(xué)生的英語(yǔ)寫作水平。本研究選取山東青年政治學(xué)院70名非英語(yǔ)專業(yè)二年級(jí)的學(xué)生為研究對(duì)象,通過測(cè)試、訪談,進(jìn)行了為期4個(gè)月的詞匯深度知識(shí)教學(xué)實(shí)驗(yàn)。研究以《詞匯聯(lián)想測(cè)試》以及全國(guó)英語(yǔ)等級(jí)考試3級(jí)的寫作測(cè)試為定量研究工具,對(duì)被試在實(shí)驗(yàn)前和實(shí)驗(yàn)后詞匯深度知識(shí)和寫作水平的變化進(jìn)行測(cè)量,并運(yùn)用SPSS 17.0對(duì)收集的數(shù)據(jù)進(jìn)行處理和分析。以訪談為定性研究工具,了解被試對(duì)詞匯深度知識(shí)的觀點(diǎn)。本研究主要有如下發(fā)現(xiàn):首先,非英語(yǔ)專業(yè)的學(xué)生詞匯深度知識(shí)現(xiàn)狀和寫作能力處于中等偏上水平,其中詞匯深度知識(shí)的搭配比詞義的掌握程度稍好。其次,不同寫作水平的學(xué)生在詞匯深度水平方面存在顯著差異。此外,學(xué)生的詞匯深度知識(shí)與英語(yǔ)寫作水平之間存在顯著的正相關(guān)關(guān)系,并且,詞匯深度知識(shí)對(duì)于英語(yǔ)寫作水平具有顯著預(yù)測(cè)作用。最后,實(shí)驗(yàn)證明,詞匯深度知識(shí)教學(xué)可以提高學(xué)生的英語(yǔ)寫作水平�；谘芯拷Y(jié)果,筆者提出了詞匯深度知識(shí)教學(xué)和學(xué)習(xí)的相關(guān)建議,同時(shí)指出了本研究的不足,提出未來研究有待改進(jìn)之處。
[Abstract]:With the deepening reform of college English teaching, teachers pay more attention to the cultivation of students' communicative competence. As the basis of communication, vocabulary knowledge plays an irreplaceable role in students' overall language competence. However, in the research of second language acquisition, vocabulary knowledge plays an irreplaceable role in the study of second language acquisition. The study of vocabulary was not paid much attention until the 1980s, and the focus of the study was mainly on vocabulary breadth. In the late 1990s, foreign scholars gradually realized that vocabulary learning should not be confined to vocabulary breadth. They put forward the concept of "depth of vocabulary knowledge." the study of depth knowledge of vocabulary has shifted from the quantitative study of vocabulary to the study of lexical quality. The study of depth of vocabulary and language competence is mainly focused on reading and listening, but the discussion of writing is still very few. The role of depth of vocabulary in writing is relatively neglected, and the study of depth of vocabulary is mainly synchronic. Diachronic studies are relatively scarce. Meanwhile, learners devote more time to writing, but have little effect. Therefore, in order to explore the effect of depth of vocabulary knowledge on English writing proficiency, There is an urgent need for an empirical study on the effect of depth of vocabulary knowledge on English writing proficiency. In view of this, this study is intended to study the influence of depth of vocabulary knowledge on English writing proficiency of non-English majors. In order to understand the students' depth of vocabulary knowledge and the present situation of English writing, this paper explores whether there are differences in the depth of vocabulary knowledge in different writing levels, the correlation between the depth of vocabulary knowledge and the level of English writing, and the degree of prediction of the level of writing. In this study, 70 non-English major sophomores in Shandong Youth Institute of political Science were selected to study whether the teaching of deep vocabulary knowledge could improve the students' English writing ability. The experiment of deep vocabulary knowledge teaching for four months was carried out. The study used the Test of Vocabulary Association and the writing test of CET-3 as the quantitative research tool. The changes of vocabulary depth knowledge and writing level were measured before and after the experiment, and the collected data were processed and analyzed by SPSS 17.0. Interviews were used as a qualitative research tool. The main findings of this study are as follows: firstly, the present situation of vocabulary depth knowledge and writing ability of non-English majors are at the middle level. Among them, the collocation of depth knowledge of vocabulary is better than that of word meaning. Secondly, there are significant differences in the level of depth of vocabulary among students of different writing levels. There is a significant positive correlation between the depth of vocabulary knowledge and the level of English writing, and the depth of vocabulary knowledge has a significant predictive effect on the level of English writing. The teaching of deep vocabulary knowledge can improve the students' English writing ability. Based on the results of the study, the author puts forward some suggestions on the teaching and learning of deep vocabulary knowledge, points out the shortcomings of this study, and points out that the future research should be improved.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H319.3

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本文編號(hào)：1665667