本文選題：搭配習得 + 語塊　； 參考：《重慶大學》2012年碩士論文

【摘要】：語塊（formulaic sequences）是語言學的一個重要研究領域。無論是在語言使用還是在語言習得方面，其重要性都日益突出。但是，，目前學界在二語語塊的學習機制方面尚未形成一致意見。Ellis（2003）認為二語語塊的學習遵循基于使用的（usage-based）模型，學習者能夠整體記憶接觸到的語塊。而Wray（2002）則認為二語學習者不會整體記憶接觸到的語塊，只會注意單個詞語。目前這個領域中的實證研究提供的證據無法對這兩個模型進行檢驗。 本研究以語塊的一種類型——搭配為切入點，試圖通過實驗的方法，嚴格控制受試的二語水平和其接觸到的輸入，檢驗中國成年二語學習者對接觸到的搭配的記憶，進而對上述的兩種學習模型進行檢驗。 本實驗的受試分為高水平組英語專業(yè)研究生30人和低水平組非英語專業(yè)大一學生30人。實驗分為訓練階段和測試階段。在實驗階段，受試將分別接觸到在搭配條件下出現(xiàn)的目標名詞和單獨出現(xiàn)的目標名詞。在隨后進行的測試階段，將檢驗受試對目標名詞的記憶效果。通過對實驗數(shù)據進行雙因素方差分析，發(fā)現(xiàn)兩組受試對搭配條件下出現(xiàn)的目標名詞的記憶效果要顯著好于對單獨出現(xiàn)的目標名詞的記憶效果。這說明與目標名詞搭配出現(xiàn)的形容詞對目標名詞的記憶起到了啟動作用。由此可以得出無論是高水平的學習者還是低水平的學習者都能記憶接觸到的搭配。這就說明在二語習得中，學習者的搭配學習遵循的是Ellis的學習模型，也就是基于使用的模型。然而研究同時發(fā)現(xiàn)，高水平學習者的搭配記憶效果要明顯好于低水平學習者。這就說明雖然水平對二語搭配的學習機制沒有影響，但卻對二語搭配的學習效果有著顯著影響。水平仍是二語搭配學習中的一個關鍵因素。 本論文最后對進一步的研究提出了建議，還對本研究的意義和局限進行了討論。
[Abstract]:Chunks (formulaic sequences) is an important research field in linguistics. Both in language use and in language acquisition, its importance is increasingly prominent. However, at present, there is no consensus on the learning mechanism of second language chunks. Ellis (2003) thinks that the learning of second language chunks follows the usage-based model, and learners can remember the chunks they come into contact with as a whole. Wray (2002) argues that L2 learners do not memorize the chunks they are exposed to, and only pay attention to individual words. The evidence provided by empirical studies in this field does not test the two models. In this study, using a type of chunks-collocation as the starting point, we try to strictly control the L2 level and the input of the subjects, and test the Chinese adult L2 learners' memory of the collocations they have come into contact with. Then the above two learning models are tested. The subjects were divided into high-level English majors (30) and low-level non-English majors (30). The experiment is divided into training stage and testing stage. In the experiment stage, the subjects were exposed to the target nouns under collocation condition and the target nouns that appeared separately. In the subsequent phase of the test, the memory effect of the target noun was tested. Based on the two-factor variance analysis of the experimental data, it was found that the memory effect of the target nouns in the two groups was significantly better than that in the single object nouns. This indicates that adjectives collocated with target nouns play a priming role in the memory of target nouns. It can be concluded that both high-level learners and low-level learners can remember the collocations they are in contact with. This shows that in second language acquisition, learners' collocation learning follows Ellis's learning model, which is based on the usage model. However, the study also found that the collocation memory effect of high-level learners was significantly better than that of low-level learners. This shows that although level has no effect on the learning mechanism of L2 collocation, it has a significant effect on L2 collocation. Proficiency is still a key factor in L2 collocation learning. At the end of this paper, some suggestions are put forward for further research, and the significance and limitation of this study are also discussed.
【學位授予單位】：重慶大學
【學位級別】：碩士
【學位授予年份】：2012
【分類號】：H09

【參考文獻】

相關碩士學位論文 前2條

1 繆道蓉;探索詞頻和語言水平對公式化語言在二語心理詞匯中表征的影響[D];重慶大學;2006年

2 操維維;不同水平EFL學習者的雙語心理詞匯表征類型對詞語翻譯轉換影響的研究[D];揚州大學;2010年

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