本文關(guān)鍵詞：意大利學(xué)生初級(jí)漢語口語詞匯能力發(fā)展研究　出處：《北京外國(guó)語大學(xué)》2014年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 口語 產(chǎn)出性詞匯 流利性 多樣性 復(fù)雜性 準(zhǔn)確性 微變化方法

【摘要】：詞匯習(xí)得是近年來二語習(xí)得研究的重點(diǎn)和熱點(diǎn),通過研究學(xué)習(xí)者的詞匯產(chǎn)出情況,可以幫助我們了解學(xué)習(xí)者的學(xué)習(xí)效果和學(xué)習(xí)規(guī)律,從而更好地指導(dǎo)教學(xué)、促進(jìn)學(xué)習(xí)者語言水平的提高。國(guó)內(nèi)外對(duì)于第二語言產(chǎn)出詞匯習(xí)得的研究主要集中于書面語產(chǎn)出,對(duì)口語產(chǎn)出中的詞匯發(fā)展情況的研究較少,且以共時(shí)研究為主,歷時(shí)研究較少。本文選取了初級(jí)階段的13名意大利漢語學(xué)習(xí)者,定期跟蹤收集了受試3個(gè)月內(nèi)45人次的口語產(chǎn)出語料,轉(zhuǎn)寫出共計(jì)125.5分鐘、6065個(gè)詞的文本,接著對(duì)語料文本進(jìn)行了6層量化處理,結(jié)合對(duì)于受試的觀察和回溯性訪談,從口語詞匯的流利性、多樣性、復(fù)雜性和準(zhǔn)確性四個(gè)維度對(duì)受試的口語詞匯能力的發(fā)展變化情況進(jìn)行了定量和定性的研究。此外,本文還基于微變化研究方法對(duì)于受試中的典型案例進(jìn)行了進(jìn)一步深入分析,以揭示學(xué)習(xí)者詞匯能力發(fā)展的具體階段特征和細(xì)節(jié)變化特點(diǎn)。 本文研究結(jié)果表明,經(jīng)過了目的語環(huán)境下3個(gè)月的學(xué)習(xí),學(xué)習(xí)者口語詞匯產(chǎn)出的流利性、復(fù)雜性和準(zhǔn)確性都顯著提高,多樣性沒有顯著變化。這四個(gè)維度發(fā)展的具體情況為：1、在初級(jí)階段,詞匯提取困難是造成學(xué)習(xí)者語言產(chǎn)出不流利的主要原因,流利性的發(fā)展伴隨著學(xué)習(xí)者詞匯知識(shí)的深化和表達(dá)策略的進(jìn)步；2、詞匯多樣性變化很不穩(wěn)定,主要受到話語表達(dá)的文本長(zhǎng)度、學(xué)習(xí)者的詞匯學(xué)習(xí)方法、詞匯表達(dá)策略以及對(duì)于目的語環(huán)境資源的利用程度等因素的影響；3、詞匯產(chǎn)出的復(fù)雜性呈現(xiàn)較為穩(wěn)定的上升趨勢(shì),在初級(jí)階段,學(xué)習(xí)者高級(jí)詞匯的發(fā)展存在著短暫的石化現(xiàn)象,這主要與學(xué)習(xí)者自身的語言水平及其對(duì)目的語環(huán)境中大量輸入的適應(yīng)程度有關(guān)；4、詞匯產(chǎn)出的錯(cuò)誤率呈現(xiàn)先大幅下降后小幅上升的趨勢(shì),學(xué)習(xí)者對(duì)于不同維度的詞匯知識(shí)的習(xí)得呈現(xiàn)出多層次、不平衡的復(fù)雜現(xiàn)象,反映出學(xué)習(xí)者對(duì)詞匯知識(shí)的掌握很不牢固,且很大程度上還受到母語詞匯知識(shí)系統(tǒng)的影響,但在具體詞語的使用上還是呈現(xiàn)出了不同的幾種進(jìn)步模式。此外,不同起點(diǎn)水平的學(xué)習(xí)者僅在詞匯復(fù)雜性的發(fā)展軌跡上表現(xiàn)出了顯著的差異。學(xué)習(xí)者的口語詞匯能力并非呈現(xiàn)簡(jiǎn)單的線性增長(zhǎng)趨勢(shì),詞匯能力各指標(biāo)的發(fā)展軌跡十分不同,且都具有各自的階段性特征；各指標(biāo)內(nèi)部不同的子系統(tǒng)在變化中相互影響,呈現(xiàn)共同進(jìn)步或者此消彼長(zhǎng)的復(fù)雜關(guān)系,同時(shí)各指標(biāo)的發(fā)展也受到學(xué)習(xí)者自身的觀念、態(tài)度和口語表達(dá)環(huán)境等外部因素的影響。 基于以上研究結(jié)果,我們針對(duì)對(duì)外漢語詞匯教學(xué)提出了以下建議：首先,要重視學(xué)習(xí)者母語對(duì)于目的語詞匯習(xí)得的影響,適當(dāng)了解學(xué)習(xí)者的母語知識(shí),通過母語和目的語的對(duì)比,選擇正確的教學(xué)方法,盡量克服母語負(fù)遷移；其次,要幫助學(xué)生進(jìn)行詞語內(nèi)部形-義-用的整合,實(shí)現(xiàn)各維度詞匯知識(shí)的整體提取,并建立第二語言詞與詞之間的語義網(wǎng)絡(luò)；再次,要重視語境對(duì)詞匯習(xí)得的作用,在課堂中積極創(chuàng)設(shè)自然語境進(jìn)行詞語的講授和練習(xí),同時(shí)鼓勵(lì)學(xué)生積極利用課外目的語環(huán)境中的語言資源；最后,應(yīng)根據(jù)學(xué)習(xí)者詞匯能力的發(fā)展周期和階段性特征,有針對(duì)性地進(jìn)行教學(xué),并隨時(shí)調(diào)整。
[Abstract]:Vocabulary acquisition is the hotspot in recent years and the focus of the study of second language acquisition, vocabulary learning and output them through research, can help us understand the learning effect and learning rules of learners, so as to better guide the teaching, promote the improvement of learners' language ability. The domestic and foreign research on second language vocabulary acquisition output mainly focused on writing language output, research on the vocabulary development of oral production in the less, and the synchronic research, diachronic study less. This paper selects the primary stage of the 13 Italy Chinese learners, regularly collected by tracking 45 people in the corpus of oral production within 3 months, a total of 125.5 minutes to write the text. 6065 words, then the text of the 6 layer quantization processing, combined with the observation subjects and retrospective interview from the oral vocabulary fluency, diversity, complexity and accuracy of four The dimension of development and changes in the subjects' oral vocabulary ability of quantitative and qualitative studies. In addition, this paper also changes research methods for typical case test were further analyzed based on the specific stage of revealing the learners' vocabulary ability development characteristics and the details of the changes.
The results of this study indicate that, after 3 months of learning the target language environment, learners' oral English vocabulary in terms of fluency, complexity and accuracy are significantly improved, there was no significant change in diversity. The specific circumstances of the four dimensions of development: 1, in the initial stage, the vocabulary extraction difficulty is the main reason causing learning language output is not fluent, the development of fluency with learners to deepen and express strategy progress of vocabulary knowledge; 2, lexical diversity is not stable, mainly affected by the length of the text of discourse expression, learning methods learning lexicology, vocabulary strategies and expression in the target language environment resource utilization other factors; 3, complexity of vocabulary output rising trend is relatively stable, in the initial stage, the development of advanced vocabulary learners exist fossilization in short, mainly with the learner The language level and the environment of the target language in a large number of inputs to the extent of about 4;, vocabulary output error rate showed the first decline after a slight upward trend, for learners of different dimensions of vocabulary knowledge acquisition presents a multi-level, complex phenomenon of imbalance, reflects the learner's vocabulary knowledge is not firm, and largely affected by native language knowledge system, but in the use of specific words or showing several different patterns of progress. In addition, different starting point level learners in vocabulary development of complex showed significant differences. The learners' oral vocabulary ability is not presents a simple linear growth trend, the development trajectory of each index of vocabulary ability is very different, and has the stage characteristics of respective subsystem; the index of the internal changes in the different phase Mutual influence presents common progress or the complex relationship between them. At the same time, the development of indicators is also influenced by external factors such as learners' perceptions, attitudes and oral environment.
Based on the above results, we focused on the Chinese vocabulary teaching put forward the following suggestions: first, attention should be paid to the influence of learners' vocabulary acquisition for the proper understanding of the learner's native language knowledge, through the comparison of the native language and the target language, choose proper teaching methods, try to overcome the negative transfer of the native language; secondly, to help students the integration of the internal word form meaning - use, realize the overall dimension of vocabulary knowledge extraction, and establish the semantic network between second language words; thirdly, we should pay attention to the role of context in vocabulary, in the classroom actively create natural context for words teaching and practice, and encourage the students to use extracurricular purposes language environment resources; finally, according to the characteristics of the development cycle and stage of learners' vocabulary ability, targeted teaching, and at any time.

【學(xué)位授予單位】：北京外國(guó)語大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：H195

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