本文選題：程式語(yǔ) + 詞典使用　； 參考：《蘇州大學(xué)》2015年碩士論文

【摘要】：程式語(yǔ)在語(yǔ)言當(dāng)中廣泛存在,研究發(fā)現(xiàn)程式語(yǔ)的存在促成本土人語(yǔ)言的流利性和準(zhǔn)確性。而如果外語(yǔ)學(xué)習(xí)者要想趨近于本土人語(yǔ)言的流利度和準(zhǔn)確度,就必須要掌握一定量的程式語(yǔ)。然而,對(duì)于外語(yǔ)學(xué)習(xí)者來說,掌握程式語(yǔ)并不簡(jiǎn)單。因此,本文旨在探究詞典運(yùn)用在二語(yǔ)習(xí)得中對(duì)程式語(yǔ)產(chǎn)出、記憶的影響和作用。另外,本文以在英語(yǔ)教科書中廣泛存在的詞表作為比較。本文的受試來自于江西省的一所中學(xué),共80名高中生。正式實(shí)驗(yàn)中共有三次測(cè)試。本研究的主要發(fā)現(xiàn)總結(jié)如下：首先,在包含程式語(yǔ)的閱讀理解測(cè)試中,詞表組表現(xiàn)比詞典組更好。也就是說,在運(yùn)用詞典查詢程式語(yǔ)與閱讀理解之間并不存在緊密的相關(guān)性。原因有二,其一,詞典組的學(xué)生在查詢程式語(yǔ)時(shí)遇到了很多困難,很多程式語(yǔ)都沒有被查找出來,這在一定程度上影響了學(xué)生閱讀理解的成績(jī)。其二,頻繁地查詢?cè)~典干擾了學(xué)生對(duì)文章的理解。其次,兩個(gè)組在程式語(yǔ)產(chǎn)出測(cè)試中得分都很低。這在某種程度上印證了語(yǔ)言學(xué)習(xí)者在學(xué)習(xí)產(chǎn)出性詞匯時(shí)會(huì)遇到更多困難的假設(shè)。但是,詞典組的得分要高于詞表組。我們的研究結(jié)果表明,大腦加工程序越復(fù)雜,記憶越深刻。再者,兩個(gè)星期后,兩個(gè)組能夠回憶起來的程式語(yǔ)數(shù)量相當(dāng)。然而,考慮到很多程式語(yǔ)都沒有被詞典組的學(xué)生找到,我們?nèi)匀豢梢酝茢?詞典使用在詞塊記憶當(dāng)中有著積極的作用。另外,為了探究學(xué)生在詞典查詢過程中的表現(xiàn),我們給詞典組設(shè)計(jì)了一項(xiàng)調(diào)查問卷。有趣的是,調(diào)查問卷的數(shù)據(jù)表明,很多學(xué)生在詞典中找不到程式語(yǔ),盡管這些程式語(yǔ)確實(shí)包含在詞典中。這與學(xué)生心理、查詢技藝、主觀意愿、客觀環(huán)境都有關(guān)系。本文的研究發(fā)現(xiàn)對(duì)程式語(yǔ)的教學(xué)、學(xué)習(xí)和研究都有所啟示。
[Abstract]:The study found that the existence of procedural language contributes to the fluency and accuracy of native language. If foreign language learners want to reach the fluency and accuracy of native language, they must master a certain amount of programming language. However, it is not easy for foreign language learners to master program language. Therefore, the purpose of this paper is to explore the influence and function of dictionary application in second language acquisition on the output and memory of programmed language. In addition, this paper compares the vocabulary widely used in English textbooks. The subjects of this paper are 80 high school students from a middle school in Jiangxi province. There were three tests in the formal experiment. The main findings of this study are summarized as follows: first, the lexical group performs better than the dictionary group in the reading comprehension test. That is to say, there is no close correlation between the use of dictionary query language and reading comprehension. There are two reasons for this: first, the students in the dictionary group encounter many difficulties in querying program language, many of which have not been found out, which to some extent affects the students' reading comprehension. Second, frequent search of dictionaries interferes with students' understanding of the article. Second, both groups scored poorly on the program language output test. To some extent, this confirms the assumption that language learners will encounter more difficulties in learning productive vocabulary. However, the dictionary group scored higher than the lexicon. Our results show that the more complex the brain processing process, the more profound the memory. In addition, two weeks later, the two groups were able to recall the same amount of programming language. However, we can infer that lexical use plays an active role in lexical chunks memory, considering that many program languages are not found by lexical group students. In addition, in order to explore the students' performance in the process of dictionary inquiry, we designed a questionnaire for the dictionary group. Interestingly, data from the questionnaire show that many students do not find formulaic language in dictionaries, although they are indeed included in dictionaries. This and student psychology, inquiry skill, subjective will, objective environment have relation. The findings of this paper are instructive to the teaching, learning and research of programming language.
【學(xué)位授予單位】：蘇州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：H0-05

【參考文獻(xiàn)】

相關(guān)期刊論文 前2條

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本文編號(hào)：1919115