本文選題：二語詞匯知識 + 詞匯閾限假設��； 參考：《南京師范大學》2013年碩士論文

【摘要】：在二語詞匯習得領域,詞匯閾限假設一直是語言學家關注的重點。該假設的核心問題是二語學習者至少需要具備多少詞匯知識才能夠充分理解閱讀文本內容(LauferRavenhorst-Kalovski,2010:15)。近年來國外的研究表明,學習者達到最低閾限水平需要掌握大約5000詞族的詞匯量,詞匯認識率為95%；最佳詞匯閾限水平為8000詞族左右,詞匯認識率達到98%-99%。國內的研究者主要關注大學本科生的二語詞匯水平以及其與二語閱讀水平的關系,但是有關研究生這一龐大群體的研究鮮見。 因此,本文試圖探討中國醫(yī)學專業(yè)研究生二語詞匯知識與二語閱讀水平之間的關系。具體研究問題如下：1)醫(yī)學專業(yè)研究生的二語詞匯水平如何?2)學生的詞匯知識是否存在性別上的差異?3)二語詞匯知識與二語閱讀水平的關系如何?本研究對一所醫(yī)學院校228名一年級研究生進行了兩次詞匯水平測試和一次模擬六級閱讀測試。研究結果如下： 1)一年級研究生的總體詞匯量為5184,僅僅達到2007年版大學英語課程教學要求中的初級詞匯水平。與重點院校理工科畢業(yè)生相比,其詞匯水平與詞匯增長率都非常低。而學生的六級閱讀文本詞匯量同樣很小,平均詞匯認識率為48.84%,遠遠低于詞匯閾限研究中建議的95%-98%的文本覆蓋率。此外,學生的詞義量很少,說明缺少詞匯深度知識。 2)性別因素對學生的詞匯水平產生一定的影響。女生的總體詞匯量顯著高于男生,但是在文本詞匯量方面,二者沒有顯著性差異。 3)相關分析顯示,總體詞匯量,文本詞匯量與閱讀理解成績之間存在相關性。其中,總體詞匯量與文本詞匯量中度相關,但二者與閱讀成績均呈弱相關關系。另外,本研究涉及到的三種閱讀題型中,即是非題、填空題和多項選擇題,只有填空題的成績和學生的詞匯知識之間具有相關關系,但相關系數還是比較低。 本研究的結論是：與以往研究相比,二語詞匯知識與二語閱讀水平的相關性不高。主要原因可能是研究對象的二語詞匯水平較低,并且學生的總體詞匯量與文本詞匯量都具有較大的個體差異性。因此,本文作者建議針對非英語專業(yè)研究生,二語詞匯教學應當受到高度重視。教師需要通過多種方法提高學生的詞匯水平。其次,女性在詞匯習得方面的優(yōu)勢可以加以總結并推廣到實際教學中去。最后,在閱讀考試以及教學過程中,閱讀題型的設置應當考慮二語學習者的實際詞匯水平。
[Abstract]:In the field of L2 vocabulary acquisition , the hypothesis of lexical threshold is always the focus of the linguist ' s attention . The core problem of this hypothesis is that L2 learners need at least how many vocabulary knowledge to fully understand the content of the text ( LauferRavenhorst - Kalovski , 2010 : 15 ) . In recent years , foreign research has shown that learners have a minimum threshold level of about 5000 words and vocabulary recognition rate of 95 % .
The best vocabulary threshold level is about 8000 word families and 98 % -99 % . The researchers at home pay close attention to the two - language vocabulary level of undergraduate students in universities and their relationship with the two - language reading level , but the study of the large group of graduate students is rare .

Therefore , this paper attempts to explore the relationship between L2 vocabulary knowledge and L2 reading level in Chinese medical professional graduate students . The specific research questions are as follows : 1 ) How does the second language vocabulary level of the medical professional graduate students ? 2 ) The relationship between the two words knowledge and the second language reading level ? This study conducted two lexical level tests and one simulated six - level reading test for 228 first - grade graduate students in a medical college . The results are as follows :

1 ) The total vocabulary of a first - grade graduate student is 5184 , which only reaches the level of primary vocabulary in the English course teaching requirements of the 2007 edition . The vocabulary level and the vocabulary growth rate are very low compared with the graduates of the key college science and engineering graduates . The average vocabulary recognition rate is 48.84 % , which is much lower than the text coverage rate recommended in the vocabulary threshold study . In addition , the students ' vocabulary is very small , which explains the lack of vocabulary depth knowledge .

2 ) The gender factor has a certain influence on the vocabulary level of students . The overall vocabulary of girls is significantly higher than that of boys , but there is no significant difference between them .

3 ) Correlation analysis shows that there is a correlation between the overall vocabulary , the text vocabulary and the reading comprehension scores . The overall vocabulary is moderately related to the text vocabulary , but both are weakly related to the reading scores . In addition , the research involves three reading problems , namely , the non - question , the filling problem and the multiple choice questions . Only the results of the filling problem and the student ' s vocabulary knowledge have the relevant relationship , but the correlation coefficient is still relatively low .

The conclusion is that , compared with previous studies , the correlation between L2 vocabulary knowledge and L2 reading level is not high . The main reason may be that the second language vocabulary level of the study object is lower , and the student ' s overall vocabulary and the text vocabulary have larger individual differences . Therefore , the author suggests that the vocabulary level of the students should be improved through a variety of methods . Secondly , the female ' s advantages in vocabulary acquisition can be summarized and extended to the actual teaching . Finally , in the reading examination and the teaching process , the setting of the reading question type should take into account the actual vocabulary level of the L2 learners .

【學位授予單位】：南京師范大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：H09;R-4

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