本文選題：初中生　切入點(diǎn)：英語(yǔ)寫作　出處：《東北師范大學(xué)》2016年碩士論文

【摘要】：詞匯豐富性(lexical richness)是用來測(cè)量說話者或作者詞匯運(yùn)用的廣度。(萬(wàn)麗芳,2010)它是學(xué)習(xí)者總體語(yǔ)言水平的預(yù)示因素之一,是學(xué)習(xí)者寫作和交際質(zhì)量的重要指標(biāo)。(LauferNation,1995;王海華、周祥,2012)在寫作中詞匯豐富性主要表現(xiàn)在四個(gè)方面,即詞匯復(fù)雜性(lexical sophistication),詞匯多樣性(lexical variation),詞匯密度(lexical density),詞匯錯(cuò)誤(lexical errors)。(Read,2000)國(guó)內(nèi)對(duì)二語(yǔ)學(xué)習(xí)者寫作中的詞匯豐富性的研究多以大學(xué)生英語(yǔ)學(xué)習(xí)者為研究對(duì)象,而忽略了學(xué)習(xí)英語(yǔ)重要的初中階段的中學(xué)生,所以本研究從定量和定性分析的角度出發(fā),按照年級(jí)分成3組,縱向考察初中生英語(yǔ)寫作中詞匯豐富性的特點(diǎn)和發(fā)展模式。本研究所采用的初中生英語(yǔ)寫作語(yǔ)料選自由東京外國(guó)語(yǔ)大學(xué)建設(shè)的ICCI(英文全稱為:The International Corpus of Crosslinguistic Interlanguage)(詳見網(wǎng)站:http://tonolab.tufs.ac.jp/icci/index.jsp)。以年級(jí)為單位分別選取來自7年級(jí)、8年級(jí)、9年級(jí)詞匯總量相近的學(xué)生限時(shí)作文,然后進(jìn)行文本合并得到3組以年級(jí)為單位的語(yǔ)料。本研究利用Range,TreeTagger,AntConc等軟件,從詞匯復(fù)雜性,詞匯多樣性,詞匯密度和詞匯錯(cuò)誤四個(gè)維度對(duì)詞匯豐富性在3個(gè)年級(jí)的寫作中的發(fā)展變化特點(diǎn)進(jìn)行了研究。研究結(jié)果顯示,(1)隨著年級(jí)的升高,學(xué)生寫作中的詞匯復(fù)雜性、詞匯多樣性和詞匯密度大體上均呈現(xiàn)上升趨勢(shì)。具體而言,隨著英語(yǔ)學(xué)習(xí)的深入,學(xué)習(xí)者能夠在寫作中使用越來越多樣化的詞匯而不是過度重復(fù)有限的詞匯,并且學(xué)習(xí)者能夠使用越來越多的低頻詞匯,另外其寫作中的信息含量也在逐步提高。然而各個(gè)指標(biāo)的增長(zhǎng)又呈現(xiàn)出不平衡性。就詞匯復(fù)雜性而言,7年級(jí)到8年級(jí)增長(zhǎng)幅度比較緩慢,8年級(jí)到9年級(jí)增長(zhǎng)速度有所提高,表明隨著英語(yǔ)水平的提高,學(xué)習(xí)者掌握運(yùn)用低頻復(fù)雜詞匯的能力有所提高。就詞匯多樣性而言,相鄰年級(jí)間的增長(zhǎng)幅度較小且變化并不明顯,說明學(xué)生要有效掌握大量變化的詞匯需要一個(gè)較長(zhǎng)的過程,詞匯能力的提高不是一蹴而就的,需要持之以恒的學(xué)習(xí)。就詞匯密度而言,7年級(jí)到8年級(jí)的增長(zhǎng)幅度比較明顯,而8年級(jí)到9年級(jí)的增長(zhǎng)幅度較小,根據(jù)語(yǔ)言學(xué)習(xí)假設(shè)理論,(文秋芳,2006)語(yǔ)言知識(shí)和技能的學(xué)習(xí)經(jīng)歷一段時(shí)間的顯著進(jìn)步之后,可能會(huì)出現(xiàn)進(jìn)步緩慢,停滯甚至是倒退的現(xiàn)象。(2)詞匯錯(cuò)誤看似是與詞匯豐富性相反的概念,但實(shí)則為詞匯豐富性重要的測(cè)量指標(biāo)。研究結(jié)果顯示,隨著年級(jí)的升高,詞匯錯(cuò)誤逐漸減少,表明學(xué)習(xí)者隨著英語(yǔ)學(xué)習(xí)的深入掌握和運(yùn)用詞匯的準(zhǔn)確性有所提高。(3)綜上所述,在初中英語(yǔ)學(xué)習(xí)階段,隨著年級(jí)的升高,學(xué)習(xí)者寫作中的詞匯豐富性有所提高,但其各項(xiàng)發(fā)展仍處于初級(jí)階段且發(fā)展速度緩慢。研究結(jié)果對(duì)初中生英語(yǔ)詞匯學(xué)習(xí)及初中英語(yǔ)詞匯教學(xué)具有以下啟示意義:在初中生英語(yǔ)詞匯學(xué)習(xí)方面,建議初中生加強(qiáng)詞匯知識(shí)練習(xí),在練習(xí)中鞏固已學(xué)詞匯;增加課外英語(yǔ)閱讀量提高附帶詞匯學(xué)習(xí);重視學(xué)習(xí)過程中的詞匯錯(cuò)誤,從錯(cuò)誤中總結(jié)經(jīng)驗(yàn)從而提高詞匯學(xué)習(xí)效率。在初中生英語(yǔ)詞匯教學(xué)方面,建議初中英語(yǔ)教師從學(xué)生的實(shí)際情況出發(fā),根據(jù)學(xué)生的特點(diǎn)設(shè)計(jì)教學(xué)方案,可以適當(dāng)加強(qiáng)派生詞方面的知識(shí),設(shè)計(jì)有關(guān)同義詞的練習(xí)等。另外,詞匯教學(xué)比較枯燥乏味,教師可以以學(xué)生的興趣為出發(fā)點(diǎn)設(shè)計(jì)有關(guān)詞匯教學(xué)的課堂活動(dòng)來激發(fā)學(xué)生的學(xué)習(xí)興趣,引導(dǎo)學(xué)生主動(dòng)學(xué)習(xí)。總之,隨著學(xué)生水平的提高,教師應(yīng)根據(jù)實(shí)際情況不斷調(diào)整教學(xué)內(nèi)容和教學(xué)方法。
[Abstract]:Lexical richness (lexical richness) is used to measure the speaker or author of vocabulary breadth (Renaissance Fang, 2010). It is one of the predictors of overall language proficiency of learners, is an important index of learners' writing and communication quality. (LauferNation, 1995; Wang Haihua, Zhou Xiang, 2012) lexical richness is mainly manifested in the in the four aspects of writing, namely lexical complexity (lexical sophistication), lexical diversity (lexical variation) (lexical density), lexical density, lexical errors (lexical errors). (Read, 2000) in the two language learners writing lexical diversity of research on College Students English learners the object of study, and ignore the importance of learning English in junior high school students, so this study from the perspective of qualitative analysis and quantitative analysis, divided into 3 groups according to the grade, the longitudinal study of junior middle school students in English writing vocabulary richness The characteristics and development mode. The selected Tokyo foreign language university construction of English writing corpus of junior high school students (ICCI English Name: The International Corpus of Crosslinguistic Interlanguage) (see website: http://tonolab.tufs.ac.jp/icci/index.jsp). The grade units were selected from Grade 7, Grade 8, grade 9 students total vocabulary similar limit the composition, then text merge 3 groups in grade for the unit corpus. This study used Range, TreeTagger, AntConc and other software, from the Vocabulary Vocabulary complexity, diversity, development and change characteristics of lexical density and lexical errors of four dimensions and 3 grade of lexical richness in the writings are researched. The results show that (1) with the increase of the grade, lexical complexity in students' writing, lexical variation and lexical density generally showed an upward trend. Specifically, with English in-depth learning, learners can use in writing more and more diverse words rather than excessive repetition of limited vocabulary, low frequency words and the learner is able to use more and more, in addition to the information content in writing has gradually improved. However, the various indicators of the growth and showing the imbalance. On lexical complexity, Grade 7 to grade 8 growth rate is relatively slow, the growth rate increased from Grade 8 to grade 9, that with the improvement of English proficiency, learners master the ability to use low frequency complex vocabulary has increased. Lexical diversity, adjacent grade between the growth rate of smaller and the change is not obvious, that the students should master the effective process of large variation of the vocabulary required a longer, vocabulary ability is not easy, need to persevere in learning. On the lexical density and Grade 7 to grade 8, the growth rate is more obvious, and the growth rate of Grade 8 to grade 9 smaller, according to language learning hypothesis (Wen Qiufang, 2006) after the language knowledge and skills learning experience significant progress for a period of time, there may be progress is slow, stagnation or even retrogression. (2) lexical errors appears to be rich in vocabulary and conceptual instead, but it is an important measure of lexical richness. The results of the study showed that with the increase of the grade, lexical errors gradually reduced, show that learners with English learning in accuracy to master and use vocabulary increased. (3) to sum up, in junior high school the English learning phase, with the increase of the grade, learners in vocabulary richness increased, but its development is still in the initial stage and the slow pace of development. The research results of junior students vocabulary learning and Has the following significance: junior high school English Vocabulary Teaching in English vocabulary learning of junior high school students, junior high school students to strengthen vocabulary knowledge practice suggestions in practice, consolidate the learned vocabulary; increasing incidental vocabulary learning English reading after class; attach importance to the learning process of lexical errors, summarize the experience from mistakes so as to improve the efficiency of vocabulary learning in English. Vocabulary teaching for junior middle school students, junior high school English teachers' suggestions from the actual situation of the students, according to the characteristics of teaching design of students, can be appropriate to strengthen the derivative knowledge, design of the synonym exercises. In addition, vocabulary teaching more boring, teachers can take student's interest as the starting point for the design of vocabulary teaching classroom activities to stimulate students' interest in learning, to guide students to active learning. In a word, with the student level, teachers should according to the actual situation Constantly adjust the teaching content and teaching methods.

【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G633.41

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