本文關鍵詞：意大利學生初級漢語口語詞匯能力發(fā)展研究　出處：《北京外國語大學》2014年碩士論文　論文類型：學位論文

  更多相關文章： 口語 產出性詞匯 流利性 多樣性 復雜性 準確性 微變化方法

【摘要】：詞匯習得是近年來二語習得研究的重點和熱點,通過研究學習者的詞匯產出情況,可以幫助我們了解學習者的學習效果和學習規(guī)律,從而更好地指導教學、促進學習者語言水平的提高。國內外對于第二語言產出詞匯習得的研究主要集中于書面語產出,對口語產出中的詞匯發(fā)展情況的研究較少,且以共時研究為主,歷時研究較少。本文選取了初級階段的13名意大利漢語學習者,定期跟蹤收集了受試3個月內45人次的口語產出語料,轉寫出共計125.5分鐘、6065個詞的文本,接著對語料文本進行了6層量化處理,結合對于受試的觀察和回溯性訪談,從口語詞匯的流利性、多樣性、復雜性和準確性四個維度對受試的口語詞匯能力的發(fā)展變化情況進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于受試中的典型案例進行了進一步深入分析,以揭示學習者詞匯能力發(fā)展的具體階段特征和細節(jié)變化特點。 本文研究結果表明,經過了目的語環(huán)境下3個月的學習,學習者口語詞匯產出的流利性、復雜性和準確性都顯著提高,多樣性沒有顯著變化。這四個維度發(fā)展的具體情況為：1、在初級階段,詞匯提取困難是造成學習者語言產出不流利的主要原因,流利性的發(fā)展伴隨著學習者詞匯知識的深化和表達策略的進步；2、詞匯多樣性變化很不穩(wěn)定,主要受到話語表達的文本長度、學習者的詞匯學習方法、詞匯表達策略以及對于目的語環(huán)境資源的利用程度等因素的影響；3、詞匯產出的復雜性呈現(xiàn)較為穩(wěn)定的上升趨勢,在初級階段,學習者高級詞匯的發(fā)展存在著短暫的石化現(xiàn)象,這主要與學習者自身的語言水平及其對目的語環(huán)境中大量輸入的適應程度有關；4、詞匯產出的錯誤率呈現(xiàn)先大幅下降后小幅上升的趨勢,學習者對于不同維度的詞匯知識的習得呈現(xiàn)出多層次、不平衡的復雜現(xiàn)象,反映出學習者對詞匯知識的掌握很不牢固,且很大程度上還受到母語詞匯知識系統(tǒng)的影響,但在具體詞語的使用上還是呈現(xiàn)出了不同的幾種進步模式。此外,不同起點水平的學習者僅在詞匯復雜性的發(fā)展軌跡上表現(xiàn)出了顯著的差異。學習者的口語詞匯能力并非呈現(xiàn)簡單的線性增長趨勢,詞匯能力各指標的發(fā)展軌跡十分不同,且都具有各自的階段性特征；各指標內部不同的子系統(tǒng)在變化中相互影響,呈現(xiàn)共同進步或者此消彼長的復雜關系,同時各指標的發(fā)展也受到學習者自身的觀念、態(tài)度和口語表達環(huán)境等外部因素的影響。 基于以上研究結果,我們針對對外漢語詞匯教學提出了以下建議：首先,要重視學習者母語對于目的語詞匯習得的影響,適當了解學習者的母語知識,通過母語和目的語的對比,選擇正確的教學方法,盡量克服母語負遷移；其次,要幫助學生進行詞語內部形-義-用的整合,實現(xiàn)各維度詞匯知識的整體提取,并建立第二語言詞與詞之間的語義網絡；再次,要重視語境對詞匯習得的作用,在課堂中積極創(chuàng)設自然語境進行詞語的講授和練習,同時鼓勵學生積極利用課外目的語環(huán)境中的語言資源；最后,應根據(jù)學習者詞匯能力的發(fā)展周期和階段性特征,有針對性地進行教學,并隨時調整。
[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.

【學位授予單位】：北京外國語大學
【學位級別】：碩士
【學位授予年份】：2014
【分類號】：H195

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