【摘要】：詞匯習(xí)得作為二語(yǔ)習(xí)得中重要的一環(huán)所具有的重要性在高中英語(yǔ)教學(xué)中不能忽視。然而,我國(guó)的英語(yǔ)教學(xué)大綱中對(duì)詞匯的要求大多是規(guī)定學(xué)生在不同階段需要掌握的詞匯量。在這些觀點(diǎn)的影響下,所形成的對(duì)學(xué)習(xí)者詞匯量擴(kuò)大的片面追求及誤讀令高中英語(yǔ)詞匯的教與學(xué)均走入不小的誤區(qū),學(xué)生在詞匯知識(shí)方面對(duì)常用詞語(yǔ),尤其是常用動(dòng)詞的深度知識(shí)掌握水平還處在一個(gè)相對(duì)較低的程度。到目前為止,詞匯知識(shí)中的一個(gè)重要層面—類聯(lián)接的習(xí)得并沒(méi)有受到應(yīng)有的重視。類聯(lián)接是詞類在句法層面上的體現(xiàn),較之詞匯其他方面的知識(shí)如意義和搭配而言更為抽象,也容易忽視,但是卻是詞匯知識(shí)、特別是動(dòng)詞詞匯知識(shí)的一個(gè)重要組成部分,對(duì)解釋搭配不當(dāng)有著重要的作用,因此有必要進(jìn)行專門的研究。本文作者在語(yǔ)料庫(kù)技術(shù)的支持下通過(guò)對(duì)比分析作為常用動(dòng)詞代表以及研究切入點(diǎn)的keep一詞在CLEC的子語(yǔ)料庫(kù)CLEC_STU2與本族語(yǔ)者語(yǔ)料庫(kù)FROWN中的類聯(lián)接使用情況初窺高中常用動(dòng)詞類聯(lián)接習(xí)得的現(xiàn)狀�；贜atural Grammar書(shū)中的理論確定了keep類聯(lián)接四大類型;運(yùn)用在線賦碼軟件CLAWS4及檢索軟件Antconc對(duì)兩個(gè)對(duì)比語(yǔ)料庫(kù)進(jìn)行賦碼及檢索;基于所獲數(shù)據(jù)用社科統(tǒng)計(jì)軟件SPSS(11.0版)進(jìn)行分析與對(duì)比,得到如下發(fā)現(xiàn):1、總的來(lái)說(shuō),處在高中階段的中國(guó)學(xué)習(xí)者,在keep這一常用動(dòng)詞的類聯(lián)接習(xí)得層面存在一定的習(xí)得缺陷;2、這一缺陷主要體現(xiàn)在對(duì)類聯(lián)接和搭配的掌握上,且存在一定程度的過(guò)度使用和搭配誤用,尤其在keep的V+adj/adv這一類聯(lián)接類型中X2=16.56,p值達(dá)到0.000;3、初步分析發(fā)現(xiàn)造成這一問(wèn)題的主要原因包括詞義習(xí)得不準(zhǔn)確,缺乏意識(shí),直接套用中文句法和搭配,母語(yǔ)負(fù)遷移以及單一題材的語(yǔ)言輸入等。在此基礎(chǔ)上,作者結(jié)合高中英語(yǔ)教學(xué)的現(xiàn)狀提出了一些建議,旨在為改善高中英語(yǔ)詞匯教學(xué)工作,提高學(xué)習(xí)者在類聯(lián)接這一詞匯深度知識(shí)的掌握水平方面提供些許參考。
[Abstract]:The importance of vocabulary acquisition as an important part of second language acquisition can not be ignored in high school English teaching. However, most of the vocabulary requirements in our English syllabus are the vocabulary students need to master at different stages. Under the influence of these viewpoints, the one-sided pursuit and misreading of the learners' vocabulary enlargement lead to the misunderstanding of the teaching and learning of English vocabulary in senior high school. In particular, the level of deep knowledge of common verbs is still at a relatively low level. So far, the acquisition of class join, an important aspect of lexical knowledge, has not received due attention. Class join is a syntactic representation of part of speech, which is more abstract and easy to ignore than other aspects of lexical knowledge, such as meaning and collocation, but it is an important part of lexical knowledge, especially verb lexical knowledge. It plays an important role in explaining mismatch, so it is necessary to make a special study. With the support of corpus technology, the author makes a comparative analysis of the use of the word keep, which is the representative of common verbs and a research entry point, in the subcorpus CLEC_STU2 of CLEC and the FROWN of native speaker corpus. The present situation of verb class conjunction acquisition in common use in China. Based on the theory of Natural Grammar book, four types of keep class join are determined, and two comparative corpora are coded and retrieved by online coded software CLAWS4 and retrieval software Antconc. Based on the data obtained by the social science statistical software SPSS (version 11.0), the following findings are obtained: 1. Generally speaking, Chinese learners in senior middle school, There are some defects in the class conjunction acquisition of keep, which is a common verb. (2) this defect is mainly reflected in the mastery of class join and collocation, and there exists some degree of overuse and mismatch, especially in the type of keep V adj/adv, the value of X2O16.56 / p reaches 0.000; 3. The main causes of this problem are inaccuracy, lack of awareness, direct application of Chinese syntax and collocation, negative transfer of mother tongue and language input of a single subject. On this basis, the author puts forward some suggestions in the light of the present situation of English teaching in senior high school, which aims to provide some references for improving the English vocabulary teaching in senior high school and improving learners' mastery of the deep knowledge of category connection.
【學(xué)位授予單位】：贛南師范學(xué)院
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.41

【相似文獻(xiàn)】

相關(guān)期刊論文 前10條

1 高文成;梅德明;;基于CLEC語(yǔ)料庫(kù)的僵化參數(shù)原因認(rèn)知探索[J];四川外語(yǔ)學(xué)院學(xué)報(bào);2007年02期

2 易紅波;;基于CLEC中國(guó)非英語(yǔ)專業(yè)學(xué)生的情態(tài)動(dòng)詞使用研究[J];新余高專學(xué)報(bào);2009年04期

3 張西芳;;淺析非英語(yǔ)專業(yè)大學(xué)生英語(yǔ)寫(xiě)作的若干問(wèn)題——基于CLEC語(yǔ)料庫(kù)及問(wèn)卷調(diào)查的研究[J];廣東外語(yǔ)外貿(mào)大學(xué)學(xué)報(bào);2014年02期

4 楊秋萍;;基于CLEC語(yǔ)料庫(kù)詞頻對(duì)中國(guó)學(xué)生過(guò)去式習(xí)得的影響[J];西昌學(xué)院學(xué)報(bào)(社會(huì)科學(xué)版);2011年01期

5 李炎芳;安圓圓;胡艷超;;基于CLEC語(yǔ)料庫(kù)的大學(xué)英語(yǔ)詞匯教學(xué)研究[J];吉林省經(jīng)濟(jì)管理干部學(xué)院學(xué)報(bào);2013年02期

6 陳秀娟;;中國(guó)英語(yǔ)學(xué)習(xí)者強(qiáng)化語(yǔ)的使用情況調(diào)查與分析——基于CLEC語(yǔ)料庫(kù)的研究[J];大連理工大學(xué)學(xué)報(bào)(社會(huì)科學(xué)版);2008年04期

7 李金榮;;基于CLEC語(yǔ)料庫(kù)的學(xué)習(xí)者短語(yǔ)學(xué)特征探究[J];佳木斯教育學(xué)院學(xué)報(bào);2013年10期

8 彭圓;;基于CLEC語(yǔ)料庫(kù)的大學(xué)英語(yǔ)四、六級(jí)學(xué)習(xí)者介詞錯(cuò)誤分析[J];廣東工業(yè)大學(xué)學(xué)報(bào)(社會(huì)科學(xué)版);2006年02期

9 霍艷娟;;基于CLEC語(yǔ)料庫(kù)平臺(tái)對(duì)非英語(yǔ)專業(yè)學(xué)生寫(xiě)作錯(cuò)誤分析及對(duì)策研究[J];河北農(nóng)業(yè)大學(xué)學(xué)報(bào)(農(nóng)林教育版);2013年06期

10 王玉琴;;基于COCA,BNC和CLEC語(yǔ)料庫(kù)對(duì)CAN的否定形式的對(duì)比研究[J];樂(lè)山師范學(xué)院學(xué)報(bào);2012年01期

相關(guān)碩士學(xué)位論文 前2條

1 廖_g;基于CLEC的高中英語(yǔ)詞匯中常用動(dòng)詞類聯(lián)接的習(xí)得研究[D];贛南師范學(xué)院;2015年

2 彭陽(yáng)華;基于CLEC的非英語(yǔ)專業(yè)大學(xué)生中介語(yǔ)言語(yǔ)失誤分析與研究[D];西南交通大學(xué);2008年

，

本文編號(hào)：2361414