本文選題：二語(yǔ)詞匯知識(shí) + 詞匯閾限假設(shè)��； 參考：《南京師范大學(xué)》2013年碩士論文

【摘要】：在二語(yǔ)詞匯習(xí)得領(lǐng)域,詞匯閾限假設(shè)一直是語(yǔ)言學(xué)家關(guān)注的重點(diǎn)。該假設(shè)的核心問(wèn)題是二語(yǔ)學(xué)習(xí)者至少需要具備多少詞匯知識(shí)才能夠充分理解閱讀文本內(nèi)容(LauferRavenhorst-Kalovski,2010:15)。近年來(lái)國(guó)外的研究表明,學(xué)習(xí)者達(dá)到最低閾限水平需要掌握大約5000詞族的詞匯量,詞匯認(rèn)識(shí)率為95%；最佳詞匯閾限水平為8000詞族左右,詞匯認(rèn)識(shí)率達(dá)到98%-99%。國(guó)內(nèi)的研究者主要關(guān)注大學(xué)本科生的二語(yǔ)詞匯水平以及其與二語(yǔ)閱讀水平的關(guān)系,但是有關(guān)研究生這一龐大群體的研究鮮見。 因此,本文試圖探討中國(guó)醫(yī)學(xué)專業(yè)研究生二語(yǔ)詞匯知識(shí)與二語(yǔ)閱讀水平之間的關(guān)系。具體研究問(wèn)題如下：1)醫(yī)學(xué)專業(yè)研究生的二語(yǔ)詞匯水平如何?2)學(xué)生的詞匯知識(shí)是否存在性別上的差異?3)二語(yǔ)詞匯知識(shí)與二語(yǔ)閱讀水平的關(guān)系如何?本研究對(duì)一所醫(yī)學(xué)院校228名一年級(jí)研究生進(jìn)行了兩次詞匯水平測(cè)試和一次模擬六級(jí)閱讀測(cè)試。研究結(jié)果如下： 1)一年級(jí)研究生的總體詞匯量為5184,僅僅達(dá)到2007年版大學(xué)英語(yǔ)課程教學(xué)要求中的初級(jí)詞匯水平。與重點(diǎn)院校理工科畢業(yè)生相比,其詞匯水平與詞匯增長(zhǎng)率都非常低。而學(xué)生的六級(jí)閱讀文本詞匯量同樣很小,平均詞匯認(rèn)識(shí)率為48.84%,遠(yuǎn)遠(yuǎn)低于詞匯閾限研究中建議的95%-98%的文本覆蓋率。此外,學(xué)生的詞義量很少,說(shuō)明缺少詞匯深度知識(shí)。 2)性別因素對(duì)學(xué)生的詞匯水平產(chǎn)生一定的影響。女生的總體詞匯量顯著高于男生,但是在文本詞匯量方面,二者沒有顯著性差異。 3)相關(guān)分析顯示,總體詞匯量,文本詞匯量與閱讀理解成績(jī)之間存在相關(guān)性。其中,總體詞匯量與文本詞匯量中度相關(guān),但二者與閱讀成績(jī)均呈弱相關(guān)關(guān)系。另外,本研究涉及到的三種閱讀題型中,即是非題、填空題和多項(xiàng)選擇題,只有填空題的成績(jī)和學(xué)生的詞匯知識(shí)之間具有相關(guān)關(guān)系,但相關(guān)系數(shù)還是比較低。 本研究的結(jié)論是：與以往研究相比,二語(yǔ)詞匯知識(shí)與二語(yǔ)閱讀水平的相關(guān)性不高。主要原因可能是研究對(duì)象的二語(yǔ)詞匯水平較低,并且學(xué)生的總體詞匯量與文本詞匯量都具有較大的個(gè)體差異性。因此,本文作者建議針對(duì)非英語(yǔ)專業(yè)研究生,二語(yǔ)詞匯教學(xué)應(yīng)當(dāng)受到高度重視。教師需要通過(guò)多種方法提高學(xué)生的詞匯水平。其次,女性在詞匯習(xí)得方面的優(yōu)勢(shì)可以加以總結(jié)并推廣到實(shí)際教學(xué)中去。最后,在閱讀考試以及教學(xué)過(guò)程中,閱讀題型的設(shè)置應(yīng)當(dāng)考慮二語(yǔ)學(xué)習(xí)者的實(shí)際詞匯水平。
[Abstract]:In the field of L2 vocabulary acquisition , the hypothesis of lexical threshold is always the focus of the linguist ' s attention . The core problem of this hypothesis is that L2 learners need at least how many vocabulary knowledge to fully understand the content of the text ( LauferRavenhorst - Kalovski , 2010 : 15 ) . In recent years , foreign research has shown that learners have a minimum threshold level of about 5000 words and vocabulary recognition rate of 95 % .
The best vocabulary threshold level is about 8000 word families and 98 % -99 % . The researchers at home pay close attention to the two - language vocabulary level of undergraduate students in universities and their relationship with the two - language reading level , but the study of the large group of graduate students is rare .

Therefore , this paper attempts to explore the relationship between L2 vocabulary knowledge and L2 reading level in Chinese medical professional graduate students . The specific research questions are as follows : 1 ) How does the second language vocabulary level of the medical professional graduate students ? 2 ) The relationship between the two words knowledge and the second language reading level ? This study conducted two lexical level tests and one simulated six - level reading test for 228 first - grade graduate students in a medical college . The results are as follows :

1 ) The total vocabulary of a first - grade graduate student is 5184 , which only reaches the level of primary vocabulary in the English course teaching requirements of the 2007 edition . The vocabulary level and the vocabulary growth rate are very low compared with the graduates of the key college science and engineering graduates . The average vocabulary recognition rate is 48.84 % , which is much lower than the text coverage rate recommended in the vocabulary threshold study . In addition , the students ' vocabulary is very small , which explains the lack of vocabulary depth knowledge .

2 ) The gender factor has a certain influence on the vocabulary level of students . The overall vocabulary of girls is significantly higher than that of boys , but there is no significant difference between them .

3 ) Correlation analysis shows that there is a correlation between the overall vocabulary , the text vocabulary and the reading comprehension scores . The overall vocabulary is moderately related to the text vocabulary , but both are weakly related to the reading scores . In addition , the research involves three reading problems , namely , the non - question , the filling problem and the multiple choice questions . Only the results of the filling problem and the student ' s vocabulary knowledge have the relevant relationship , but the correlation coefficient is still relatively low .

The conclusion is that , compared with previous studies , the correlation between L2 vocabulary knowledge and L2 reading level is not high . The main reason may be that the second language vocabulary level of the study object is lower , and the student ' s overall vocabulary and the text vocabulary have larger individual differences . Therefore , the author suggests that the vocabulary level of the students should be improved through a variety of methods . Secondly , the female ' s advantages in vocabulary acquisition can be summarized and extended to the actual teaching . Finally , in the reading examination and the teaching process , the setting of the reading question type should take into account the actual vocabulary level of the L2 learners .

【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：H09;R-4

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