本文選題：詞匯習得　切入點：語料庫　出處：《東北林業(yè)大學》2012年碩士論文

【摘要】：近年來,預制語塊逐漸成為應用語言學研究領域的一個重要課題。國內(nèi)外大量研究表明,預制語塊的識別和使用能力高低會影響語言學習者的語言水平。然而,目前國內(nèi)外大部分研究仍主要集中于預制語塊的理論以及它的使用與聽、說、讀、寫、譯等分項語言能力的關系上,關于語言學習者該如何有效習得預制語塊的研究則相對較少。因此,本研究主要集中于預制語塊的習得方面,從識別、使用與記憶三方面衡量習得效果,嘗試探索基于語料庫的GDPPP (Guidance-Discovery-Presentation-Practice-Production)習得模式以幫助語言學習者習得預制語塊。同時,本研究也探討了在無法使用語料庫的情況下,GPPP (Guidance-Presentation-Practice-Production)模式對預制語塊習得的效用。 本文采用定量與定性相結合的研究方法。作者選取了東北林業(yè)大學材料學院大二年級三個自然班作為實驗1班、實驗2班和控制班。首先對三個班級進行了關于預制語塊識別和使用能力的前測,然后對實驗1班和實驗2班分別應用GDPPP模式和GPPP模式進行了為期十周的培訓。為了檢驗培訓效果,培訓結束后,對三個班級進行了關于預制語塊識別和使用能力的后測,一個月后進行訪談及關于預制語塊記憶的延時測試。實驗收集的數(shù)據(jù)均用SPSS19.0統(tǒng)計軟件進行分析。 研究結果顯示：(1)應用GDPPP模式和GPPP模式培訓后,實驗1班和實驗2班學生的預制語塊識別能力、使用能力及記憶能力都有明顯提高。(2)經(jīng)過基于語料庫模式培訓的實驗1班學生成績提高得比未用語料庫的實驗2班更加明顯。(3)與傳統(tǒng)語言習得模式相比,基于語料庫的習得模式給學生習得預制語塊的習慣及提高自主學習能力帶來更多積極影響。基于以上發(fā)現(xiàn),作者對英語課堂教學提出以下建議：(1)適當培養(yǎng)學生的預制語塊意識,滲透相關知識。(2)在教學中引導學生使用語料庫習得預制語塊。
[Abstract]:In recent years, prefabricated chunks have gradually become an important subject in the field of applied linguistics.A large number of studies at home and abroad show that the recognition and use of prefabricated chunks can affect the language proficiency of language learners.However, most studies at home and abroad still focus on the theory of prefabricated chunks and the relationship between their use and listening, speaking, reading, writing and translation.There are relatively few studies on how language learners can effectively acquire prefabricated chunks.Therefore, the present study focuses on the acquisition of prefabricated chunks and measures the acquisition effects from three aspects: recognition, use and memory, and attempts to explore a corpus-based acquisition model of GDPPP Guidance-discovery-Presentation-Practice-Productionto help language learners acquire prefabricated chunks.At the same time, this study also explores the effects of the GPPP / Guidance-Presentation-Practice-ProductionModel on prefabricated chunks acquisition without the use of a corpus.In this paper, quantitative and qualitative research methods are used.The author chooses three natural classes as experiment 1, experiment 2 and control class.First, three classes were pre-tested on the recognition and use of prefabricated chunks, and then the experimental class 1 and experiment 2 were trained for 10 weeks using GDPPP and GPPP, respectively.In order to test the effect of the training, three classes were tested on the recognition and use of prefabricated chunks after the training, interviews were conducted after one month and delayed tests on the memory of prefabricated chunks were carried out.The data collected in the experiment were analyzed by SPSS19.0 software.The results showed that after training with GDPPP and GPPP, the students of experiment 1 and 2 were able to recognize prefabricated chunks.Using ability and memory ability were significantly improved.) compared with the traditional language acquisition model, the scores of the students in class 1 were significantly higher than those in the experiment class 2, which were trained on the basis of the corpus model, and were significantly higher than those in the experimental class 2 without using the corpus.Corpus-based acquisition model has more positive effects on students' habit of acquiring prefabricated chunks and improving their autonomous learning ability.Based on the above findings, the author puts forward the following suggestions for English classroom teaching: 1) to properly cultivate students' awareness of prefabricated chunks and to infiltrate relevant knowledge. 2) to guide students to use corpus to acquire prefabricated chunks.
【學位授予單位】：東北林業(yè)大學
【學位級別】：碩士
【學位授予年份】：2012
【分類號】：H08

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