本文選題：口語發(fā)展 + 復雜度　； 參考：《華東師范大學》2017年碩士論文

【摘要】：口語能力是二語能力的重要組成部分,也是近年來二語研究的一個熱門論題,因此研究者們對口語流利度和準確性進行了大量研究。然而,與口語流利度和準確性相比,口語復雜度的關注卻相對不多。研究者調查了影響英語口語能力的因素及如何提高英語口語能力,但相關研究較少涉及口語復雜度的發(fā)展問題,其中關于不同水平學生口語復雜度發(fā)展模式的研究則更少。為此,本研究采用量化研究與基于具體條目分析相結合的方法,對英語專業(yè)大學生及不同水平英語專業(yè)學生英語口語復雜度的發(fā)展趨勢做出全面的分析,試圖探索英語專業(yè)學生口語復雜度的發(fā)展軌跡,并分析不同水平學生口語復雜度的發(fā)展軌跡是否相似。本研究被試來自于上海某高校的一個自然班英語專業(yè)學生,共19人。通過對他們大學四年期間的四次口語測試進行語料收集;并對四次測試的語料進行轉寫;根據(jù)其專業(yè)四級測試水平將其分成高、中、低水平學習者,分析其口語復雜度四年期間發(fā)展變化情況。本研究中,口語復雜度的量化研究包括對句法復雜度和詞匯復雜度的分析。句法復雜度的測量指標為每個C單位中的平均從句個數(shù),C單位中從句的平均長度以及C單位的平均長度。詞匯復雜度的測量指標為詞匯多樣性,詞匯密度以及詞匯豐富度;該部分使用了 Antword軟件進行協(xié)助分析。量化研究主要運用SPSS重復測量工具來判定各指標四年期間是否具有顯著性差異�？谡Z復雜度的基于具體條目分析包括根據(jù)Ravid的名詞級別進行名詞研究,尤其是抽象名詞研究,以及根據(jù)Pienemann的可加工理論進行形態(tài)句法研究。基于以上研究指標的分析,主要有以下發(fā)現(xiàn):1.學生總體口語復雜度情況分析結果顯示,經(jīng)過四年的大學學習,英語專業(yè)學生的口語復雜度呈現(xiàn)上升趨勢。其中,句法復雜度中從句個數(shù)及從句長度發(fā)展緩慢,而C單位長度在第四年發(fā)展顯著;詞匯復雜度中的詞匯多樣性及詞匯復雜度逐年發(fā)展,而詞匯密度四年期間變化不顯著;名詞中第五類通用名詞使用最為頻繁,抽象名詞中第九類抽象名詞使用最多;形態(tài)句法逐年發(fā)展,且低級階段發(fā)展快于高級階段。2.不同水平學生口語復雜度情況分析結果顯示,經(jīng)過四年的大學學習,不同水平英語專業(yè)學生的口語復雜度發(fā)展呈現(xiàn)不同的發(fā)展態(tài)勢。就產出的C單位長度,詞匯多樣性,詞匯豐富性,抽象名詞的使用以及句法形態(tài)第四五階段等指標而言,高水平學生的口語復雜度發(fā)展優(yōu)于低水平學生。然而,就使用的從句數(shù)量、從句長度以及形態(tài)句法第三階段而言,低水平的學生發(fā)展快于高水平學生。
[Abstract]:Oral proficiency is an important part of L2 competence, and it is also a hot topic in L2 research in recent years. Therefore, many researchers have done a lot of research on oral fluency and accuracy. However, compared with oral fluency and accuracy, oral complexity is less concerned. The researchers investigated the factors that affect oral English proficiency and how to improve oral English proficiency. However, the development of oral complexity is seldom involved in the related studies, especially in the development patterns of oral complexity of students at different levels. Therefore, this study adopts the method of quantitative research and item-based analysis to make a comprehensive analysis of the development trend of oral English complexity of English majors and English majors of different levels. This paper attempts to explore the development track of oral complexity of English majors and analyze whether the development trajectory of oral complexity of English majors is similar or not. The subjects of this study were 19 English majors from a natural class in a university in Shanghai. By collecting the data from four oral tests during their four-year college years, and transferring the data from the four tests, they were divided into high, middle and low level learners according to their level of CET4. This paper analyzes the development and changes of its oral complexity over a period of four years. In this study, the quantitative study of oral complexity includes the analysis of syntactic complexity and lexical complexity. The measure of syntactic complexity is the average number of clauses in each C unit and the average length of clauses in C unit and the average length of C unit. Lexical complexity is measured by lexical diversity, lexical density and lexical richness, which is analyzed with Antword software. The quantitative research mainly uses the SPSS repeated measurement tool to determine whether there are significant differences in the four years of each index. The analysis of colloquial complexity based on specific items includes the study of nouns according to the noun level of Ravid, especially the study of abstract nouns, and the study of morphology and syntax according to Pienemann's machinability theory. Based on the above analysis, the main findings are as follows: 1. The results show that after four years of college study, the oral complexity of English majors is on the rise. Among them, the number of clauses and the length of clauses in syntactic complexity develop slowly, while the length of C unit develops significantly in the fourth year, the variety of vocabulary and the complexity of vocabulary in lexical complexity develop year by year, but the change of lexical density is not significant during four years. The fifth category of general nouns is used most frequently, and the ninth category of abstract nouns is the most frequently used. The morphological syntax develops year by year, and the lower stage develops faster than the advanced stage. 2. The results show that after four years of college study, the oral complexity of English majors of different levels presents different development trends. In terms of C-unit length, lexical diversity, lexical richness, the use of abstract nouns and the fourth stage of syntactic morphology, the development of oral complexity of high-level students is better than that of lower-level students. However, in terms of the number of clauses used, the length of clauses and the third stage of morphology and syntax, the low level students develop faster than the high level students.
【學位授予單位】：華東師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：H319.3

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