前词汇量和结构类型对搭配习得影响的实证研究
本文选题：前词汇量 + 结构类型 ； 参考：《宁波大学》2017年硕士论文
【摘要】：搭配是二语习得的重要组成部分,对词汇教学具有举足轻重的作用,因而引起国内外研究者的广泛关注。现有研究从不同视角研究搭配,但探讨学习者词汇知识和结构类型这两因素对搭配习得影响的研究较少。鉴于此,本研究基于激活扩散模型和认知负荷理论,以宁波大学60名物理和数学专业的研究生为受试,考察二语学习者的前词汇量和搭配结构类型对其搭配习得的影响。具体研究问题如下:(1)学习者的前词汇量将如何影响其搭配习得?(2)结构类型将如何影响二语学习者的搭配习得?(3)二语学习者的前词汇量和结构类型是否存在交互作用?前词汇量指二语学习者的接受性词汇量。搭配指两个或两个以上的词汇搭配。搭配结构类型指包括形名搭配和动名搭配。数据表明学习者的前词汇量和搭配结构类型都影响二语学习者的搭配习得。词汇量大的学习者在搭配测试中比词汇量小的学习者表现好。形容词-名词搭配在搭配测试中比动词-名词搭配更易识别和回忆。结果还显示,学习者的前词汇量和结构类型并没有交互作用。结果表明,激活扩散模型和认知负荷理论可为二语词汇习得提供理论基础,同时为搭配教学提供指导:在设计搭配教学任务时,教师应考虑搭配的结构类型。
[Abstract]:Collocation is an important part of second language acquisition and plays an important role in vocabulary teaching. Current studies have studied collocations from different perspectives, but few studies have explored the effects of lexical knowledge and structural types on collocation acquisition. Based on the activation diffusion model and cognitive load theory, this study investigated the effects of L2 learners' pre-vocabulary size and collocation structure on collocation acquisition of 60 postgraduates majoring in physics and mathematics at Ningbo University. The specific research question is as follows: (1) how does the learners' pre-vocabulary size affect their collocation acquisition?) how does the structure type affect the second language learners' collocation acquisition? (3) is there any interaction between the pre-vocabulary size and the structural type of the second language learners? Pre-vocabulary refers to the receptive vocabulary of second language learners. Collocation refers to the collocation of two or more words. Collocation structure type refers to the form-name collocation and the verb-name collocation. The data show that learners' pre-vocabulary and collocation structure type affect L2 learners' collocation acquisition. Learners with large vocabularies perform better in collocation tests than those with small vocabularies. Adjective-noun collocations are easier to identify and recall in collocation tests than verb-noun collocations. The results also showed that there was no interaction between learners' pre-vocabulary size and structure type. The results show that activation diffusion model and cognitive load theory can provide theoretical basis for second language vocabulary acquisition and provide guidance for collocation teaching: teachers should consider the structural types of collocation when designing collocation teaching tasks.
【学位授予单位】：宁波大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H09
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