發(fā)布時(shí)間：2018-08-16 07:39

【摘要】：英語(yǔ)詞匯是高職高專英語(yǔ)教學(xué)中的一個(gè)重要組成部分。近年來(lái),國(guó)內(nèi)外許多專家學(xué)者在詞匯學(xué)習(xí)策略方面進(jìn)行了大量應(yīng)用研究,驗(yàn)證了詞匯學(xué)習(xí)策略的掌握對(duì)英語(yǔ)能力的提高具有非常深遠(yuǎn)的影響。高職高專學(xué)生的英語(yǔ)基礎(chǔ)普遍較為薄弱,詞匯積累量較少,如何在非常有限的課堂教學(xué)中使學(xué)生有效的提高對(duì)詞匯的理解和掌握,是高職教學(xué)的一大難題。然而以往的研究大多數(shù)都是指向普通高校和基礎(chǔ)教育,對(duì)高職學(xué)生的英語(yǔ)詞匯策略研究較少。本文根據(jù)O'Malley和Chamot的詞匯學(xué)習(xí)策略理論,以高職高專入學(xué)學(xué)生為研究對(duì)象嘗試從認(rèn)知詞匯學(xué)的視角來(lái)指導(dǎo)高職英語(yǔ)詞匯學(xué)習(xí)策略。本次研究主要圍繞三個(gè)問(wèn)題展開(kāi),(1)認(rèn)知詞匯學(xué)指導(dǎo)下的詞匯學(xué)習(xí)策略相比較于傳統(tǒng)的詞匯學(xué)習(xí)方式是否更有效?(2)認(rèn)知詞匯學(xué)理論指導(dǎo)下的詞匯學(xué)習(xí)策略如何能提高高職高專學(xué)生的詞匯學(xué)習(xí)的自主意識(shí)?(3)如何在高職詞匯教學(xué)中運(yùn)用認(rèn)知詞匯學(xué)理論來(lái)擴(kuò)展高職高專學(xué)生的詞匯學(xué)習(xí)量和深度?作者按照詞匯學(xué)習(xí)策略理論,設(shè)計(jì)了高職學(xué)校英語(yǔ)詞匯學(xué)習(xí)策略的調(diào)查問(wèn)卷,并對(duì)江蘇海事職業(yè)技術(shù)學(xué)院83名學(xué)生的英語(yǔ)詞匯學(xué)習(xí)策略問(wèn)題進(jìn)行了調(diào)查,將采集的數(shù)據(jù)用SPSS12.0軟件進(jìn)行相關(guān)統(tǒng)計(jì)分析,并對(duì)出現(xiàn)的問(wèn)題進(jìn)行總結(jié)和反思。其后,以江蘇海事職業(yè)技術(shù)學(xué)院的兩個(gè)航海技術(shù)專業(yè)的平行班為研究對(duì)象,分為實(shí)驗(yàn)班和控制班進(jìn)行了為期12周的對(duì)比實(shí)驗(yàn)教學(xué)。通過(guò)前測(cè)和后測(cè)的成績(jī)對(duì)比,較為系統(tǒng)的研究了認(rèn)知詞匯學(xué)理論指導(dǎo)下的詞匯策略和學(xué)生詞匯習(xí)得的相關(guān)性。而訪談則用來(lái)了解被調(diào)查者的主觀看法,對(duì)問(wèn)卷起到了解釋和補(bǔ)充的作用,試圖為高職高專學(xué)生合理有效的掌握并運(yùn)用詞匯學(xué)習(xí)策略提供實(shí)證依據(jù)。實(shí)證調(diào)查發(fā)現(xiàn)如下:(1)在進(jìn)行了 12周的實(shí)證實(shí)驗(yàn)之后,實(shí)驗(yàn)班和控制班的成績(jī)對(duì)比明顯,相比較于運(yùn)用傳統(tǒng)教學(xué)方法的控制班,實(shí)驗(yàn)班的進(jìn)步更明顯,也證明認(rèn)知詞匯學(xué)指導(dǎo)下的詞匯學(xué)習(xí)策略相比較與傳統(tǒng)的詞匯教學(xué)方法對(duì)學(xué)生更為有效。(2)通過(guò)正確劃分詞匯范疇練習(xí),做筆記和課后練習(xí)鞏固等方式訓(xùn)練學(xué)生策略的自主運(yùn)用能力。實(shí)驗(yàn)前和實(shí)驗(yàn)后進(jìn)行的問(wèn)卷調(diào)查表明,在實(shí)驗(yàn)后,高職學(xué)生在自主使用詞匯學(xué)習(xí)策略方面比控制班表現(xiàn)得更積極,這表明學(xué)生詞匯學(xué)習(xí)的自主性能在認(rèn)知詞匯學(xué)理論的指導(dǎo)下得到了相應(yīng)的提高。(3)在實(shí)證教學(xué)中,教師側(cè)重于幾種策略的綜合運(yùn)用和示范,如利用基本范疇理解上下義范疇,通過(guò)原型擴(kuò)展詞匯,通過(guò)意向圖式理論構(gòu)建詞匯網(wǎng)絡(luò),以及通過(guò)隱喻和轉(zhuǎn)喻理論加強(qiáng)多義詞的理解等。對(duì)前后測(cè)的對(duì)比統(tǒng)計(jì)表明實(shí)驗(yàn)班和控制班在詞匯量和詞匯深度方面都有了提高。這表明有效的利用認(rèn)知詞匯學(xué)指導(dǎo)下的詞匯學(xué)習(xí)策略能夠擴(kuò)大學(xué)生的詞匯量并且大大的提高學(xué)生詞匯掌握的深度�？傊�,本研究的基于認(rèn)知詞匯學(xué)理論的詞匯學(xué)習(xí)策略可以運(yùn)用于促進(jìn)學(xué)生的詞匯習(xí)得并證明是更加有效的。最后筆者就詞匯學(xué)習(xí)策略的運(yùn)用給教學(xué)者提了一些建議。首先,教師要重視基本范疇詞匯的講解,以原型為中心,注重詞匯深層關(guān)系的講解。其次,教師要幫助學(xué)生建立詞匯知識(shí)圖式,構(gòu)建以往知識(shí)和生詞之間的聯(lián)系。再次,教師應(yīng)當(dāng)培養(yǎng)學(xué)生的隱喻思維能力。最后,教師應(yīng)當(dāng)對(duì)學(xué)生進(jìn)行系統(tǒng)的詞匯學(xué)習(xí)策略培訓(xùn),把記憶策略與運(yùn)用策略有機(jī)地結(jié)合起來(lái),提高學(xué)生對(duì)詞匯寬度和深度的理解和運(yùn)用。
[Abstract]:English vocabulary is an important part of English teaching in Higher Vocational colleges. In recent years, many experts and scholars at home and abroad have done a lot of Applied Research on vocabulary learning strategies, which proves that mastery of vocabulary learning strategies has a very far-reaching impact on the improvement of English proficiency. However, most of the previous studies have been directed at ordinary universities and basic education, and few have been done on vocabulary strategies of Higher Vocational students. Based on the theory of vocabulary learning strategies, this study attempts to guide vocabulary learning strategies in Higher Vocational Colleges from the perspective of cognitive lexicology. How can vocabulary learning strategies under the guidance of vocabulary learning theory improve students'autonomy in vocabulary learning? (3) How can cognitive lexicology be used to expand students' vocabulary learning capacity and depth in vocabulary teaching? According to the theory of vocabulary learning strategies, the author designs English vocabulary learning in Vocational schools. The questionnaires were used to investigate the English vocabulary learning strategies of 83 students in Jiangsu Maritime Vocational and Technical College. The collected data were analyzed by SPSS12.0 software and the problems were summarized and reflected. Then, the two major of navigation technology in Jiangsu Maritime Vocational and Technical College were parallel. Classes were divided into experimental classes and control classes, and a 12-week comparative experiment was conducted. By comparing the results of the pre-test and post-test, the correlation between vocabulary strategies and students'vocabulary acquisition under the guidance of cognitive lexicology was studied systematically. Interviews were used to understand the subjective opinions of the respondents, which contributed to the questionnaire. The results show that: (1) After 12 weeks'experiment, the results of the experimental class and the control class are obviously compared, and the progress of the experimental class is better than that of the control class with traditional teaching methods. It also proves that the vocabulary learning strategies under the guidance of cognitive lexicology are more effective than the traditional vocabulary teaching methods. (2) Students'autonomous use of strategies can be trained by correctly dividing vocabulary categories, taking notes and consolidating exercises after class. After the experiment, the students in higher vocational schools are more active in using vocabulary learning strategies independently than in the control class, which indicates that students'autonomy in vocabulary learning has been improved correspondingly under the guidance of cognitive lexicology theory. (3) In the empirical teaching, teachers focus on the comprehensive use and demonstration of several strategies, such as the use of basic categories to understand up and down. Meaning category, expanding vocabulary through prototype, constructing vocabulary network through intention schema theory, and enhancing the comprehension of polysemy through metaphor and metonymy theory. In a word, the vocabulary learning strategies based on cognitive lexicology theory in this study can be used to promote students'vocabulary acquisition and prove to be more effective. Finally, the author gives some suggestions on the application of vocabulary learning strategies to teachers. First of all, teachers should pay attention to the explanation of basic categories of vocabulary, prototype-centered, and deep-seated relationship of vocabulary. Secondly, teachers should help students to establish vocabulary knowledge schema and build the relationship between past knowledge and new words. Vocabulary learning strategy training combines memory strategy with application strategy to improve students'comprehension and application of vocabulary breadth and depth.
【學(xué)位授予單位】：南京師范大學(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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