本文選題：附帶詞匯學(xué)習(xí)　切入點(diǎn)：語音意識　出處：《西北農(nóng)林科技大學(xué)》2012年碩士論文　論文類型：學(xué)位論文

【摘要】：二十世紀(jì)九十年代二語閱讀中的附帶詞匯習(xí)得受到了語言學(xué)家們的廣泛的關(guān)注。國內(nèi)外學(xué)者們關(guān)于影響閱讀中二語附帶詞匯習(xí)得的因素展開了大量實(shí)證研究，其中包括對學(xué)習(xí)者因素，語境線索，詞匯特征，閱讀任務(wù)，詞匯注釋方式的研究。然而，語音意識，作為預(yù)測母語及二語單詞認(rèn)讀能力及閱讀能力發(fā)展有效指標(biāo)卻沒有受到足夠的關(guān)注。另外，已有的實(shí)驗(yàn)研究大多通過詞義記憶測驗(yàn)檢驗(yàn)附帶詞匯學(xué)習(xí)的效果，并沒有考慮詞匯的語音及詞形表征。 因此，在總結(jié)前人研究成果及歸納相關(guān)文獻(xiàn)的基礎(chǔ)上,本研究通過2x2兩因素混合設(shè)計(jì)的閱讀實(shí)驗(yàn)，并結(jié)合測試后采訪的研究方法調(diào)查了某大學(xué)60名非英語專業(yè)大學(xué)生的語音意識水平及語音注釋對閱讀中附帶詞匯學(xué)習(xí)的影響。 通過對定量研究的數(shù)據(jù)和定性研究的資料進(jìn)行分析討論，本研究得出以下研究結(jié)果： 1.在二語閱讀中，擁有較強(qiáng)語音意識的學(xué)生能夠較高效準(zhǔn)確地通過的語音通道對陌生詞匯進(jìn)行語音解碼，，這一過程可促使其獲得深刻且可靠的單詞音形結(jié)構(gòu)記憶，及緊密交織聯(lián)系在一起的語音，詞形及語義知識。 2.在二語閱讀中，較高語音意識水平的學(xué)生更善于利用語音注釋對陌生詞匯進(jìn)行語音加工，而語音意識較差的學(xué)生往往由于語音能力不足而無法有效利用語音注釋。 以上的研究發(fā)現(xiàn)給外語教學(xué)提供了一些啟示：1）在二語教學(xué)中，教師應(yīng)該重視語音意識的培養(yǎng)，提高學(xué)生加工書面詞匯的速度及效率，以實(shí)現(xiàn)詞匯能力的快速發(fā)展。2）英語閱讀材料的編寫者應(yīng)合理設(shè)計(jì)詞匯語音注釋，使學(xué)習(xí)者在閱讀中能夠更順利、更有效的實(shí)現(xiàn)高質(zhì)量的詞匯附帶學(xué)習(xí)。 本文在最后部分反思了本研究存在的不足，并且提出了幾點(diǎn)對以后研究的建議。
[Abstract]:In 1990s, incidental vocabulary acquisition in second language reading was widely concerned by linguists. Scholars at home and abroad have carried out a large number of empirical studies on the factors affecting incidental vocabulary acquisition in second language reading. This includes a study of learner factors, contextual cues, lexical features, reading tasks, and lexical annotation. However, phonological awareness, As an effective indicator to predict the development of native and second language words, however, insufficient attention has been paid to it. In addition, most of the previous experimental studies have tested the effects of incidental vocabulary learning through semantic memory tests. The phonetic and lexical representation of words is not considered. Therefore, on the basis of summarizing the previous research results and summarizing the relevant literature, the reading experiment designed by 2x2 mixed factors is adopted in this study. Based on the post-test interview, this paper investigates the phonological awareness of 60 non-English major college students and the influence of phonetic annotation on incidental vocabulary learning in reading. Through the analysis and discussion of the data of quantitative and qualitative studies, the following results are obtained:. 1. In second language reading, students with strong phonological awareness can decode unfamiliar words in a more efficient and accurate phonological channel, which can lead them to acquire deep and reliable phonetic and structural memory of words. And closely interwoven phonetic, lexical and semantic knowledge. 2. In second language reading, students with higher phonological awareness are better at using phonetic annotation to process unfamiliar words, while students with poor phonological awareness are often unable to use phonetic annotation effectively because of their poor phonological ability. In the second language teaching, teachers should pay attention to the cultivation of phonological awareness and improve the speed and efficiency of students' processing of written vocabulary. In order to achieve the rapid development of lexical competence, the compilers of English reading materials should design the lexical phonetic annotation reasonably, so that learners can be more smooth in reading and more effective in achieving high-quality incidental vocabulary learning. In the last part of this paper, we reflect on the shortcomings of this study, and put forward some suggestions for future research.
【學(xué)位授予單位】：西北農(nóng)林科技大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：H09

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本文編號：1575200