發(fā)布時(shí)間：2018-11-03 21:11

【摘要】：自上世紀(jì)七十年代以來(lái)二語(yǔ)詞匯習(xí)得已經(jīng)漸漸成為二語(yǔ)習(xí)得研究領(lǐng)域里的一個(gè)熱點(diǎn),也是眾多學(xué)習(xí)者所面臨的的一大難題。著名英國(guó)語(yǔ)言學(xué)家Wilkins (1972)曾指出,“沒(méi)有語(yǔ)法,傳遞的東西很少;沒(méi)有詞匯,則什么東西都傳遞不了”。在中學(xué)英語(yǔ)教學(xué)中,詞匯習(xí)得是基礎(chǔ)。在對(duì)成績(jī)有影響的可控因素中,詞匯學(xué)習(xí)策略的影響最大�！镀胀ǜ咧姓n程標(biāo)準(zhǔn)》(2012實(shí)驗(yàn)稿)對(duì)中學(xué)英語(yǔ)詞匯教學(xué)要求進(jìn)行了分級(jí)描述,要求教師應(yīng)該培養(yǎng)學(xué)生詞匯學(xué)習(xí)的策略,讓學(xué)生在詞匯學(xué)習(xí)過(guò)程中養(yǎng)成使用策略的習(xí)慣。由此可以看出,目前很多的研究和要求,都主要聚焦二語(yǔ)詞匯習(xí)得上。如果對(duì)一些特定水平的習(xí)得者開(kāi)展二語(yǔ)詞匯習(xí)得的理念、特點(diǎn)和偏誤類(lèi)型調(diào)查與分析,所得結(jié)果必將有助于他們有效使用詞匯習(xí)得策略,拓展他們?cè)~匯的廣度和深度。為此,本文以60名國(guó)內(nèi)學(xué)習(xí)英語(yǔ)的高中生為研究對(duì)象,擬先通過(guò)問(wèn)卷調(diào)查并基于所得數(shù)據(jù)的分析和處理,探討他們習(xí)得二語(yǔ)詞匯的特點(diǎn),再基于他們的習(xí)作,對(duì)其偏誤進(jìn)行分類(lèi)。本文發(fā)現(xiàn):(1)對(duì)于二語(yǔ)詞匯習(xí)得,高中生已認(rèn)識(shí)到詞匯的重要性,對(duì)于詞匯習(xí)得策略的重要性認(rèn)識(shí)不夠;此外,高中生在習(xí)得二語(yǔ)詞匯時(shí),認(rèn)識(shí)到了關(guān)注到詞匯的基本形式和意義本身,認(rèn)識(shí)到了母語(yǔ)的遷移影響很大。(2)在二語(yǔ)詞匯習(xí)得時(shí),高中生所表現(xiàn)出學(xué)習(xí)特點(diǎn)有:多采用英漢對(duì)照的方式來(lái)學(xué)習(xí)和理解二語(yǔ)詞匯,主要通過(guò)記憶詞匯輸入來(lái)源單一的單詞表,且采用的是機(jī)械重復(fù)記憶的方法,過(guò)多地關(guān)注了單詞的概念意義而忽視了詞匯的文化背景和知識(shí)內(nèi)涵。(3)高中生在二語(yǔ)詞匯上呈現(xiàn)的偏誤類(lèi)型可分為語(yǔ)際和語(yǔ)內(nèi)偏誤兩個(gè)方面。語(yǔ)際偏誤的主要類(lèi)型有:名詞單復(fù)數(shù)、冠詞使用的多余或缺失、動(dòng)詞時(shí)態(tài)和語(yǔ)態(tài)、詞性誤用等。語(yǔ)內(nèi)偏誤的類(lèi)型有:用詞不當(dāng)、單詞不符合目的語(yǔ)的習(xí)慣和表意不清等。
[Abstract]:Since the 1970s, second language vocabulary acquisition has gradually become a hot topic in the field of second language acquisition. Wilkins (1972), a famous English linguist, once pointed out that "without grammar, there is very little to pass on; without vocabulary, nothing can be transmitted". Vocabulary acquisition is the foundation in middle school English teaching. Among the controllable factors, vocabulary learning strategies have the greatest influence on the achievement. The English vocabulary teaching requirements are described at different levels in General Senior Middle School Curriculum Standard (2012 draft). Teachers should cultivate students' vocabulary learning strategies so that students can form the habit of using them in the process of vocabulary learning. From this, we can see that many researches and requirements are mainly focused on second language vocabulary acquisition. If we investigate and analyze the concepts, characteristics and error types of second language vocabulary acquisition among some learners at a specific level, the results will help them to use vocabulary acquisition strategies effectively and expand their vocabulary breadth and depth. In this paper, 60 senior high school students studying English in China are selected as the subjects of this study. The purpose of this study is to explore the characteristics of L2 vocabulary acquisition by means of a questionnaire survey and the analysis and processing of the data obtained, and then to explore the characteristics of L2 vocabulary acquisition based on their exercises. The errors are classified. This paper finds that: (1) for the second language vocabulary acquisition, senior high school students have realized the importance of vocabulary, but not the importance of vocabulary acquisition strategies; In addition, in the acquisition of second language vocabulary, high school students realize that they pay attention to the basic form and meaning of vocabulary, and realize that the transfer of mother tongue has great influence. (2) in second language vocabulary acquisition, The learning characteristics of high school students are as follows: most of them learn and understand L2 vocabulary by English-Chinese comparison, mainly by memorizing vocabulary input from a single word table, and by mechanical repetition. Too much attention has been paid to the conceptual meaning of words and the cultural background and knowledge connotation of words have been neglected. (3) High school students' errors in L2 vocabulary can be divided into two aspects: interlingual and intra-linguistic bias. The main types of interlingual errors are: single and complex nouns, superfluous or missing articles, tense and voice of verbs, misuse of parts of speech, etc. The types of intra-lingual errors include improper use of words, incongruity of words with the target language and ambiguity.
【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(lèi)號(hào)】：G633.41

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