本文選題：語(yǔ)言磨蝕 + 英語(yǔ)詞匯　； 參考：《西北大學(xué)》2017年碩士論文

【摘要】：語(yǔ)言磨蝕,即語(yǔ)言習(xí)得的逆過(guò)程,指雙語(yǔ)或多語(yǔ)使用者由于某種語(yǔ)言使用的減少或停止,其運(yùn)用語(yǔ)言的能力隨著時(shí)間的推移而逐漸減退。它是個(gè)普遍現(xiàn)象,但卻是一個(gè)相對(duì)新興的研究領(lǐng)域。目前研究成果呈現(xiàn)“多層面,多成因”的特點(diǎn),語(yǔ)言磨蝕也形成了“多語(yǔ)境,多渠道”的研究格局。國(guó)際學(xué)術(shù)界已從各個(gè)學(xué)科角度、多個(gè)語(yǔ)言層面對(duì)語(yǔ)言磨蝕進(jìn)行了卓有成效的探討。相較之下,國(guó)內(nèi)的學(xué)者多側(cè)重于翻譯介紹國(guó)外關(guān)于語(yǔ)言磨蝕的研究成果,很少有學(xué)者進(jìn)行有關(guān)詞匯磨蝕的實(shí)證研究。在此背景下,本文對(duì)漢語(yǔ)環(huán)境中的英語(yǔ)詞匯磨蝕情況做了調(diào)查,旨在探明語(yǔ)言磨蝕研究中頗具影響力的假設(shè)理論——回歸假設(shè),對(duì)漢語(yǔ)環(huán)境中的英語(yǔ)詞匯磨蝕的解釋力。同時(shí),本文在限定其他詞匯磨蝕影響因素的情況下,詳細(xì)探討了英語(yǔ)詞匯詞類(lèi)的磨蝕趨勢(shì)。具體而言,本文主要研究的問(wèn)題有三:(1)雅克布森的回歸假說(shuō)是否適用于漢語(yǔ)環(huán)境中以習(xí)得的英語(yǔ)詞匯磨蝕現(xiàn)象?(2)名詞、動(dòng)詞、形容詞、副詞、介詞五大類(lèi)詞匯的磨蝕程度是否相同,具有怎樣的變化趨勢(shì)?(3)漢語(yǔ)環(huán)境中哪種英語(yǔ)詞匯更易磨蝕,詞類(lèi)是否是影響英語(yǔ)詞匯磨蝕的主要因素?本研究的調(diào)查對(duì)象是某兩個(gè)省的114名往屆畢業(yè)大學(xué)生,測(cè)試工具是一份詞匯水平測(cè)試表。通過(guò)收集試卷,利用SPSS 17.0對(duì)試卷成績(jī),學(xué)生背景,詞匯特點(diǎn)進(jìn)行定量定性分析,根據(jù)分析結(jié)果進(jìn)行回訪(fǎng)調(diào)查,所得研究結(jié)果表明:(1)雅克比森的“回歸假設(shè)”所述的“鏡像”磨蝕過(guò)程在中國(guó)的英語(yǔ)學(xué)者中也同樣存在。對(duì)大多數(shù)英語(yǔ)學(xué)者而言,大學(xué)階段習(xí)得的詞匯比中學(xué)階段習(xí)得更加容易磨蝕。(2)在漢語(yǔ)環(huán)境中,不同詞類(lèi)的英語(yǔ)詞匯磨蝕程度有所不同,副詞表現(xiàn)ff.出了明顯的被磨蝕狀態(tài),名詞和動(dòng)詞,形容詞相對(duì)較穩(wěn)定。(3)鑒于影響詞匯磨蝕的因素有多種,在控制其他影響因素之后,從語(yǔ)言學(xué)特征方面,即詞長(zhǎng),音節(jié),和詞頻,不同詞類(lèi)之間表現(xiàn)出的差異并不明顯而從學(xué)者個(gè)人因素,也就是個(gè)人發(fā)生詞匯磨蝕前英語(yǔ)能力和不接觸英語(yǔ)時(shí)長(zhǎng)方面,副詞出現(xiàn)了明顯的被磨蝕跡象。此外,各種詞類(lèi)之間被磨蝕程度也各不相同�；谏鲜鼋Y(jié)果,本文還針對(duì)國(guó)內(nèi)的英語(yǔ)教學(xué)提出了一些建議。英語(yǔ)詞匯教學(xué)的重點(diǎn)應(yīng)該重視模式程度較高的詞匯;針對(duì)極易磨蝕的詞類(lèi),教師應(yīng)該引導(dǎo)到學(xué)采用多種記憶策略來(lái)強(qiáng)化詞匯知識(shí),同時(shí)英語(yǔ)學(xué)習(xí)者應(yīng)積極主動(dòng)去鞏固復(fù)習(xí)新老詞匯,避免基本詞匯也發(fā)生磨蝕。
[Abstract]:Language attrition, which is the inverse process of language acquisition, means that the ability of bilingual or multilingual users to use a language gradually decreases with the passage of time because of the decrease or cessation of the use of a certain language. It is a common phenomenon, but it is a relatively new research field. At present, the research results show the characteristics of "multi-level, multi-cause", and language erosion also forms a "multi-context, multi-channel" research pattern. The international academic circles have carried on the fruitful discussion to the language erosion from each discipline angle, many language levels. In contrast, domestic scholars focus on translation and introduction of foreign research on language erosion, and few scholars do empirical research on vocabulary erosion. In this context, this paper investigates the erosion of English vocabulary in Chinese environment, in order to find out the influential hypothesis theory-regression hypothesis in the study of language attrition, and its explanatory power to the attrition of English vocabulary in Chinese environment. At the same time, this paper discusses the erosion trend of English vocabulary parts of speech in detail under the condition of limiting the factors affecting the erosion of other words. Specifically, there are three main questions studied in this paper: (1) is Jacobson's regression hypothesis applicable to English vocabulary attrition in Chinese context? (2) nouns, verbs, adjectives, adverbs, etc. Do the five categories of prepositions have the same degree of attrition and what trend of change? (3) which English vocabulary is easier to wear out in Chinese environment, and whether part of speech is the main factor affecting the erosion of English vocabulary? The subjects of this study were 114 college graduates from two provinces. Through collecting the test paper, using SPSS 17.0 to carry on the quantitative qualitative analysis to the test paper achievement, the student background, the vocabulary characteristic, carries on the return visit investigation according to the analysis result, The results show that: (1) the "mirror" wear process described in Jacobison's regression hypothesis also exists among English learners in China. For most English scholars, the vocabulary acquired at the college stage is more easily eroded than that in the middle school stage. (2) in Chinese context, the degree of English vocabulary erosion is different among different parts of speech, and the adverb performance is ff. There are obvious eroded states, nouns and verbs, adjectives are relatively stable. (3) since there are many factors affecting the erosion of vocabulary, after controlling for other factors, the linguistic characteristics, namely, word length, syllable, and word frequency, are obtained. The differences between different parts of speech are not obvious. However, from the individual factors, that is, the ability of English before personal vocabulary erosion and the length of time not in contact with English, adverbs show obvious signs of abrasion. In addition, the degree of abrasion between different parts of speech is also different. Based on the above results, this paper also puts forward some suggestions for English teaching in China. The emphasis of English vocabulary teaching should be attached to the words with higher patterns, and teachers should guide teachers to adopt various memory strategies to strengthen their vocabulary knowledge in view of the easily worn out parts of speech. At the same time, English learners should take the initiative to consolidate and review old and new vocabulary to avoid erosion of basic vocabulary.
【學(xué)位授予單位】：西北大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：H319.3
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本文編號(hào)：2077365