發(fā)布時(shí)間：2018-06-27 12:31

  本文選題：搭配習(xí)得 + 語(yǔ)塊�。� 參考：《重慶大學(xué)》2012年碩士論文

【摘要】：語(yǔ)塊（formulaic sequences）是語(yǔ)言學(xué)的一個(gè)重要研究領(lǐng)域。無(wú)論是在語(yǔ)言使用還是在語(yǔ)言習(xí)得方面，其重要性都日益突出。但是，，目前學(xué)界在二語(yǔ)語(yǔ)塊的學(xué)習(xí)機(jī)制方面尚未形成一致意見(jiàn)。Ellis（2003）認(rèn)為二語(yǔ)語(yǔ)塊的學(xué)習(xí)遵循基于使用的（usage-based）模型，學(xué)習(xí)者能夠整體記憶接觸到的語(yǔ)塊。而Wray（2002）則認(rèn)為二語(yǔ)學(xué)習(xí)者不會(huì)整體記憶接觸到的語(yǔ)塊，只會(huì)注意單個(gè)詞語(yǔ)。目前這個(gè)領(lǐng)域中的實(shí)證研究提供的證據(jù)無(wú)法對(duì)這兩個(gè)模型進(jìn)行檢驗(yàn)。 本研究以語(yǔ)塊的一種類型——搭配為切入點(diǎn)，試圖通過(guò)實(shí)驗(yàn)的方法，嚴(yán)格控制受試的二語(yǔ)水平和其接觸到的輸入，檢驗(yàn)中國(guó)成年二語(yǔ)學(xué)習(xí)者對(duì)接觸到的搭配的記憶，進(jìn)而對(duì)上述的兩種學(xué)習(xí)模型進(jìn)行檢驗(yàn)。 本實(shí)驗(yàn)的受試分為高水平組英語(yǔ)專業(yè)研究生30人和低水平組非英語(yǔ)專業(yè)大一學(xué)生30人。實(shí)驗(yàn)分為訓(xùn)練階段和測(cè)試階段。在實(shí)驗(yàn)階段，受試將分別接觸到在搭配條件下出現(xiàn)的目標(biāo)名詞和單獨(dú)出現(xiàn)的目標(biāo)名詞。在隨后進(jìn)行的測(cè)試階段，將檢驗(yàn)受試對(duì)目標(biāo)名詞的記憶效果。通過(guò)對(duì)實(shí)驗(yàn)數(shù)據(jù)進(jìn)行雙因素方差分析，發(fā)現(xiàn)兩組受試對(duì)搭配條件下出現(xiàn)的目標(biāo)名詞的記憶效果要顯著好于對(duì)單獨(dú)出現(xiàn)的目標(biāo)名詞的記憶效果。這說(shuō)明與目標(biāo)名詞搭配出現(xiàn)的形容詞對(duì)目標(biāo)名詞的記憶起到了啟動(dòng)作用。由此可以得出無(wú)論是高水平的學(xué)習(xí)者還是低水平的學(xué)習(xí)者都能記憶接觸到的搭配。這就說(shuō)明在二語(yǔ)習(xí)得中，學(xué)習(xí)者的搭配學(xué)習(xí)遵循的是Ellis的學(xué)習(xí)模型，也就是基于使用的模型。然而研究同時(shí)發(fā)現(xiàn)，高水平學(xué)習(xí)者的搭配記憶效果要明顯好于低水平學(xué)習(xí)者。這就說(shuō)明雖然水平對(duì)二語(yǔ)搭配的學(xué)習(xí)機(jī)制沒(méi)有影響，但卻對(duì)二語(yǔ)搭配的學(xué)習(xí)效果有著顯著影響。水平仍是二語(yǔ)搭配學(xué)習(xí)中的一個(gè)關(guān)鍵因素。 本論文最后對(duì)進(jìn)一步的研究提出了建議，還對(duì)本研究的意義和局限進(jìn)行了討論。
[Abstract]:Chunks (formulaic sequences) is an important research field in linguistics. Both in language use and in language acquisition, its importance is increasingly prominent. However, at present, there is no consensus on the learning mechanism of second language chunks. Ellis (2003) thinks that the learning of second language chunks follows the usage-based model, and learners can remember the chunks they come into contact with as a whole. Wray (2002) argues that L2 learners do not memorize the chunks they are exposed to, and only pay attention to individual words. The evidence provided by empirical studies in this field does not test the two models. In this study, using a type of chunks-collocation as the starting point, we try to strictly control the L2 level and the input of the subjects, and test the Chinese adult L2 learners' memory of the collocations they have come into contact with. Then the above two learning models are tested. The subjects were divided into high-level English majors (30) and low-level non-English majors (30). The experiment is divided into training stage and testing stage. In the experiment stage, the subjects were exposed to the target nouns under collocation condition and the target nouns that appeared separately. In the subsequent phase of the test, the memory effect of the target noun was tested. Based on the two-factor variance analysis of the experimental data, it was found that the memory effect of the target nouns in the two groups was significantly better than that in the single object nouns. This indicates that adjectives collocated with target nouns play a priming role in the memory of target nouns. It can be concluded that both high-level learners and low-level learners can remember the collocations they are in contact with. This shows that in second language acquisition, learners' collocation learning follows Ellis's learning model, which is based on the usage model. However, the study also found that the collocation memory effect of high-level learners was significantly better than that of low-level learners. This shows that although level has no effect on the learning mechanism of L2 collocation, it has a significant effect on L2 collocation. Proficiency is still a key factor in L2 collocation learning. At the end of this paper, some suggestions are put forward for further research, and the significance and limitation of this study are also discussed.
【學(xué)位授予單位】：重慶大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：H09

【參考文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前2條

1 繆道蓉;探索詞頻和語(yǔ)言水平對(duì)公式化語(yǔ)言在二語(yǔ)心理詞匯中表征的影響[D];重慶大學(xué);2006年

2 操維維;不同水平EFL學(xué)習(xí)者的雙語(yǔ)心理詞匯表征類型對(duì)詞語(yǔ)翻譯轉(zhuǎn)換影響的研究[D];揚(yáng)州大學(xué);2010年

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