本文選題：詞匯習(xí)得　切入點(diǎn)：語(yǔ)料庫(kù)　出處：《東北林業(yè)大學(xué)》2012年碩士論文

【摘要】：近年來(lái),預(yù)制語(yǔ)塊逐漸成為應(yīng)用語(yǔ)言學(xué)研究領(lǐng)域的一個(gè)重要課題。國(guó)內(nèi)外大量研究表明,預(yù)制語(yǔ)塊的識(shí)別和使用能力高低會(huì)影響語(yǔ)言學(xué)習(xí)者的語(yǔ)言水平。然而,目前國(guó)內(nèi)外大部分研究仍主要集中于預(yù)制語(yǔ)塊的理論以及它的使用與聽、說(shuō)、讀、寫、譯等分項(xiàng)語(yǔ)言能力的關(guān)系上,關(guān)于語(yǔ)言學(xué)習(xí)者該如何有效習(xí)得預(yù)制語(yǔ)塊的研究則相對(duì)較少。因此,本研究主要集中于預(yù)制語(yǔ)塊的習(xí)得方面,從識(shí)別、使用與記憶三方面衡量習(xí)得效果,嘗試探索基于語(yǔ)料庫(kù)的GDPPP (Guidance-Discovery-Presentation-Practice-Production)習(xí)得模式以幫助語(yǔ)言學(xué)習(xí)者習(xí)得預(yù)制語(yǔ)塊。同時(shí),本研究也探討了在無(wú)法使用語(yǔ)料庫(kù)的情況下,GPPP (Guidance-Presentation-Practice-Production)模式對(duì)預(yù)制語(yǔ)塊習(xí)得的效用。 本文采用定量與定性相結(jié)合的研究方法。作者選取了東北林業(yè)大學(xué)材料學(xué)院大二年級(jí)三個(gè)自然班作為實(shí)驗(yàn)1班、實(shí)驗(yàn)2班和控制班。首先對(duì)三個(gè)班級(jí)進(jìn)行了關(guān)于預(yù)制語(yǔ)塊識(shí)別和使用能力的前測(cè),然后對(duì)實(shí)驗(yàn)1班和實(shí)驗(yàn)2班分別應(yīng)用GDPPP模式和GPPP模式進(jìn)行了為期十周的培訓(xùn)。為了檢驗(yàn)培訓(xùn)效果,培訓(xùn)結(jié)束后,對(duì)三個(gè)班級(jí)進(jìn)行了關(guān)于預(yù)制語(yǔ)塊識(shí)別和使用能力的后測(cè),一個(gè)月后進(jìn)行訪談及關(guān)于預(yù)制語(yǔ)塊記憶的延時(shí)測(cè)試。實(shí)驗(yàn)收集的數(shù)據(jù)均用SPSS19.0統(tǒng)計(jì)軟件進(jìn)行分析。 研究結(jié)果顯示：(1)應(yīng)用GDPPP模式和GPPP模式培訓(xùn)后,實(shí)驗(yàn)1班和實(shí)驗(yàn)2班學(xué)生的預(yù)制語(yǔ)塊識(shí)別能力、使用能力及記憶能力都有明顯提高。(2)經(jīng)過(guò)基于語(yǔ)料庫(kù)模式培訓(xùn)的實(shí)驗(yàn)1班學(xué)生成績(jī)提高得比未用語(yǔ)料庫(kù)的實(shí)驗(yàn)2班更加明顯。(3)與傳統(tǒng)語(yǔ)言習(xí)得模式相比,基于語(yǔ)料庫(kù)的習(xí)得模式給學(xué)生習(xí)得預(yù)制語(yǔ)塊的習(xí)慣及提高自主學(xué)習(xí)能力帶來(lái)更多積極影響�；谝陨习l(fā)現(xiàn),作者對(duì)英語(yǔ)課堂教學(xué)提出以下建議：(1)適當(dāng)培養(yǎng)學(xué)生的預(yù)制語(yǔ)塊意識(shí),滲透相關(guān)知識(shí)。(2)在教學(xué)中引導(dǎo)學(xué)生使用語(yǔ)料庫(kù)習(xí)得預(yù)制語(yǔ)塊。
[Abstract]:In recent years, prefabricated chunks have gradually become an important subject in the field of applied linguistics.A large number of studies at home and abroad show that the recognition and use of prefabricated chunks can affect the language proficiency of language learners.However, most studies at home and abroad still focus on the theory of prefabricated chunks and the relationship between their use and listening, speaking, reading, writing and translation.There are relatively few studies on how language learners can effectively acquire prefabricated chunks.Therefore, the present study focuses on the acquisition of prefabricated chunks and measures the acquisition effects from three aspects: recognition, use and memory, and attempts to explore a corpus-based acquisition model of GDPPP Guidance-discovery-Presentation-Practice-Productionto help language learners acquire prefabricated chunks.At the same time, this study also explores the effects of the GPPP / Guidance-Presentation-Practice-ProductionModel on prefabricated chunks acquisition without the use of a corpus.In this paper, quantitative and qualitative research methods are used.The author chooses three natural classes as experiment 1, experiment 2 and control class.First, three classes were pre-tested on the recognition and use of prefabricated chunks, and then the experimental class 1 and experiment 2 were trained for 10 weeks using GDPPP and GPPP, respectively.In order to test the effect of the training, three classes were tested on the recognition and use of prefabricated chunks after the training, interviews were conducted after one month and delayed tests on the memory of prefabricated chunks were carried out.The data collected in the experiment were analyzed by SPSS19.0 software.The results showed that after training with GDPPP and GPPP, the students of experiment 1 and 2 were able to recognize prefabricated chunks.Using ability and memory ability were significantly improved.) compared with the traditional language acquisition model, the scores of the students in class 1 were significantly higher than those in the experiment class 2, which were trained on the basis of the corpus model, and were significantly higher than those in the experimental class 2 without using the corpus.Corpus-based acquisition model has more positive effects on students' habit of acquiring prefabricated chunks and improving their autonomous learning ability.Based on the above findings, the author puts forward the following suggestions for English classroom teaching: 1) to properly cultivate students' awareness of prefabricated chunks and to infiltrate relevant knowledge. 2) to guide students to use corpus to acquire prefabricated chunks.
【學(xué)位授予單位】：東北林業(yè)大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：H08

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