外語(yǔ)的詞匯磨蝕指外語(yǔ)學(xué)習(xí)者在外語(yǔ)學(xué)習(xí)結(jié)束后,由于某些原因,其詞匯知識(shí)發(fā)生了流失,這是一種非常普遍的現(xiàn)象。近年來(lái),研究者針對(duì)不同類(lèi)型的語(yǔ)言學(xué)習(xí)者的詞匯磨蝕情況進(jìn)行了一系列研究。然而,針對(duì)初中英語(yǔ)教師詞匯磨蝕的實(shí)證研究卻很少,因此,相關(guān)的實(shí)證研究仍有必要。本研究以昆明市城區(qū)以及農(nóng)村地區(qū)的104名初中英語(yǔ)教師為研究對(duì)象,運(yùn)用定性和定量相結(jié)合的研究方法,采用詞匯測(cè)試卷、問(wèn)卷調(diào)查和訪談來(lái)探索該地區(qū)初中英語(yǔ)教師的詞匯磨蝕現(xiàn)狀及其影響因素,以尋求抵抗英語(yǔ)教師詞匯磨蝕的有效途徑。研究發(fā)現(xiàn):(1)昆明地區(qū)初中英語(yǔ)教師英語(yǔ)詞匯受到了磨蝕,且農(nóng)村地區(qū)的磨蝕情況比城市地區(qū)更嚴(yán)重。其中,大部分受蝕詞匯并非被完全遺忘;(2)英語(yǔ)接觸量、磨蝕前英語(yǔ)水平、情感態(tài)度以及相關(guān)政策均會(huì)影響初中英語(yǔ)教師的詞匯磨蝕,其中,英語(yǔ)接觸量對(duì)其影響最大;(3)學(xué)�；蛳嚓P(guān)機(jī)構(gòu)采取了一些措施,但效果不佳。根據(jù)研究結(jié)果,可以提出以下有效措施:第一,教師應(yīng)該增加英語(yǔ)接觸量。第二,教師應(yīng)對(duì)英語(yǔ)保持積極的態(tài)度,從而幫助自己提高英語(yǔ)能力。第三,學(xué)校和有關(guān)部門(mén)應(yīng)為城鄉(xiāng)地區(qū)的教師提供機(jī)會(huì)增加英語(yǔ)接觸量,以克服詞匯磨蝕。本文的研究結(jié)果以期加深對(duì)外語(yǔ)詞匯磨... 

【文章來(lái)源】：云南師范大學(xué)云南省

【文章頁(yè)數(shù)】：84 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
Abbreviations
Chapter One Introduction
    1.1 Research Background
    1.2 Research Purpose
    1.3 Research Significance
    1.4 Organization of the Thesis
Chapter Two Literature Review
    2.1 Language Attrition
        2.1.1 Definitions of Language Attrition
        2.1.2 Classifications of Language Attrition
        2.1.3 Factors Affecting Language Attrition
    2.2 Lexical Attrition
        2.2.1 Definitions of Lexical Attrition
        2.2.2 Classifications of Lexical Attrition
        2.2.3 Factors Affecting Lexical Attrition
    2.3 Previous Research on Lexical Attrition
        2.3.1 Research Abroad
        2.3.2 Research at Home
    2.4 Theoretical Foundations of the Research
        2.4.1 Inverse Hypothesis
        2.4.2 Retrieval Failure Hypothesis
        2.4.3 Savings Paradigm Hypothesis
Chapter Three Methodology
    3.1 Research Questions
    3.2 Research Participants
    3.3 Research Instruments
        3.3.1 Vocabulary Test
        3.3.2 Questionnaire
        3.3.3 Interview
    3.4 Research Procedures
Chapter Four Results and Discussion
    4.1 Results and Discussion of Vocabulary Test
    4.2 Results and Discussion of Questionnaire
        4.2.1 Results and Discussion of Self-assessment of English Proficiency
        4.2.2 Results and Discussion of Six Factors Involved in the Questionnaire
            4.2.2.1 English Initial Proficiency
            4.2.2.2 English Contact
            4.2.2.3 Emotional Attitudes
            4.2.2.4 Consciousness of Resisting Attrition
            4.2.2.5 Responsibility to Maintain English Knowledge
            4.2.2.6 School or Government Policies
    4.3 Results and Discussion of Interview
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Implications
    5.3 Limitations and Suggestions for the Future Research
References
Appendix1
Appendix2
Appendix3
Appendix4
攻讀碩士學(xué)位期間發(fā)表的學(xué)術(shù)論文



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