發(fā)布時間：2018-05-22 20:03

  本文選題：輸入頻次 + 介詞in　； 參考：《曲阜師范大學》2017年碩士論文

【摘要】：英語介詞語義復雜,給英語學習者造成很大的困擾。由于中國學生以英語教材作為學習英語的主要載體,因此英語教材中介詞語義的輸入頻次可能會對中國學生的介詞習得產(chǎn)生一定的影響。輸入是二語學習中的重要因素,輸入頻次如何影響二語習得特別是詞匯習得一直是值得研究和探討的問題。自從Ellis(2002)提出了以頻次為中心的二語習得理論,國內(nèi)外掀起了研究輸入頻次的熱潮。在二語詞匯習得方面,大部分研究者主要研究輸入頻次對二語中實義詞習得的主要影響,而很少有研究者探索教材中不同語義的輸入頻次對功能詞,特別是對介詞習得的影響。以認知語言學為框架,本文將探索介詞in在英語教材中空間語義和隱喻語義的輸入頻次以及英語學習者的二語水平對中國高中生介詞in習得的影響。本研究分為兩步,首先以人教版高中英語教材前五冊作為研究教材,依據(jù)馬書紅(2007)和TylerEvans(2004)的研究,對教材中出現(xiàn)的介詞in的語義進行收集和分析,并得出介詞in的空間和隱喻語義在教材中的輸入頻次。其次本研究選取××市第一中學的120名高二學生,按照兩次期中考試和兩次期末考試將學生的英語成績分成高中低三個水平組。在學生學習完英語教材第五冊時,對學生進行英語介詞測試,在測試題目中介詞in的空間語義和隱喻語義全部在英語教材前五冊中出現(xiàn)過。測試結(jié)束后,對學生英語介詞in的習得結(jié)果進行定量、定性分析。數(shù)據(jù)分析結(jié)果表明:(1)英語教材中輸入頻次對介詞in的空間語義習得的影響較為顯著,介詞in空間語義的習得并不隨著教材中輸入頻次的提高而提高。英語教材中輸入頻次對介詞in的隱喻語義習得影響不顯著,介詞in隱喻語義的習得并不隨著教材中輸入頻次的提高而提高。通過相關理論和測后訪談,研究發(fā)現(xiàn)介詞in語義的典型性、母語遷移、教材中介詞in語義的輸入分布、學生的注意會影響輸入頻次的作用。(2)英語學習者的二語水平對介詞in的空間語義習得影響較為顯著,介詞in的空間語義習得隨著二語水平的提高而提高。英語學習者的二語水平對介詞in的隱喻語義習得影響較為顯著,介詞in的隱喻語義習得隨著二語水平的提高而提高。通過相關理論和測后訪談,研究發(fā)現(xiàn)學生的動機、對英語教材的利用、有效的學習方法會影響學生的介詞習得。(3)總體來說,英語教材中輸入頻次和英語學習者二語水平的交互作用對介詞in的空間語義和隱喻語義習得的影響不顯著,教材中空間語義和隱喻語義的輸入頻次對學習者習得介詞in的影響不受學習者二語水平的干擾。本研究對輸入頻次和介詞習得研究領域具有一定的理論意義和實踐意義,對高中教材的編纂,介詞語義的講授以及介詞語義的習得方法提供一定的意見與建議。
[Abstract]:The semantic complexity of English prepositions has caused great difficulties for English learners. Since Chinese students use English textbooks as the main carrier for learning English, the frequency of preposition semantic input in English textbooks may have a certain impact on the acquisition of prepositions by Chinese students. Input is an important factor in second language learning. How input frequency affects second language acquisition, especially vocabulary acquisition, has always been a problem worth studying and discussing. Since Ellisher 2002 put forward the frequency-centered second language acquisition theory, there has been an upsurge in the study of input frequency at home and abroad. In the aspect of second language vocabulary acquisition, most researchers mainly study the influence of input frequency on the acquisition of real words in second language, while few researchers explore the influence of different semantic input frequency on the acquisition of functional words, especially prepositions. In the framework of cognitive linguistics, this paper explores the influence of the input frequency of preposition in English textbooks on the spatial and metaphorical semantics and the second language proficiency of English learners on the acquisition of prepositions in Chinese senior high school students. The present study is divided into two steps. Firstly, the first five volumes of the English teaching material for senior high school are used as the research textbooks. According to the research of Ma Shu-hong (2007) and Tyler Evans-2004 (2004), the semantics of the preposition in the textbook is collected and analyzed. The input frequency of preposition in space and metaphorical semantics in the textbook is obtained. Secondly, 120 senior two students from the first Middle School of 脳 脳 City were selected, and their English scores were divided into three groups according to two midterm examinations and two final examinations. When the students finish the fifth book of English textbooks, the prepositions are tested. The spatial semantics and metaphorical semantics of the preposition in the test topic have all appeared in the first five volumes of English textbooks. After the test, the acquisition results of English preposition in were analyzed quantitatively and qualitatively. The result of data analysis shows that the input frequency in English textbooks has a significant effect on the spatial semantic acquisition of preposition in, and the acquisition of preposition in spatial semantics does not increase with the increase of input frequency in the textbook. The input frequency in English textbooks has no significant influence on the acquisition of metaphor semantics of preposition in, and the acquisition of preposition in metaphor does not increase with the increase of input frequency in the textbook. Based on the relevant theories and post-test interviews, it is found that the preposition in semantics is typical, the mother tongue transfer, and the input distribution of the preposition in semantics in the textbook. The second language level of English learners has a significant effect on the spatial semantic acquisition of preposition in, and the spatial semantic acquisition of preposition in increases with the improvement of L2 level. The second language level of English learners has a significant influence on the acquisition of metaphor semantics of preposition in, and the acquisition of metaphor semantics of preposition in increases with the improvement of second language level. Based on the relevant theories and post-test interviews, it is found that students' motivation, the use of English textbooks and effective learning methods will affect the preposition acquisition of students in general. The interaction between input frequency and L2 level in English textbooks has no significant effect on the acquisition of preposition in spatial and metaphorical semantics. The influence of input frequency of spatial and metaphorical semantics on learners' acquisition of preposition in is not affected by the learner's second language level. This study has some theoretical and practical significance in the field of input frequency and preposition acquisition, and provides some opinions and suggestions on the compilation of textbooks, teaching of preposition semantics and acquisition methods of preposition semantics.
【學位授予單位】：曲阜師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41

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