本文選題：前詞匯量 + 結(jié)構(gòu)類型��； 參考：《寧波大學(xué)》2017年碩士論文

【摘要】：搭配是二語習(xí)得的重要組成部分,對詞匯教學(xué)具有舉足輕重的作用,因而引起國內(nèi)外研究者的廣泛關(guān)注�，F(xiàn)有研究從不同視角研究搭配,但探討學(xué)習(xí)者詞匯知識(shí)和結(jié)構(gòu)類型這兩因素對搭配習(xí)得影響的研究較少。鑒于此,本研究基于激活擴(kuò)散模型和認(rèn)知負(fù)荷理論,以寧波大學(xué)60名物理和數(shù)學(xué)專業(yè)的研究生為受試,考察二語學(xué)習(xí)者的前詞匯量和搭配結(jié)構(gòu)類型對其搭配習(xí)得的影響。具體研究問題如下:(1)學(xué)習(xí)者的前詞匯量將如何影響其搭配習(xí)得?(2)結(jié)構(gòu)類型將如何影響二語學(xué)習(xí)者的搭配習(xí)得?(3)二語學(xué)習(xí)者的前詞匯量和結(jié)構(gòu)類型是否存在交互作用?前詞匯量指二語學(xué)習(xí)者的接受性詞匯量。搭配指兩個(gè)或兩個(gè)以上的詞匯搭配。搭配結(jié)構(gòu)類型指包括形名搭配和動(dòng)名搭配。數(shù)據(jù)表明學(xué)習(xí)者的前詞匯量和搭配結(jié)構(gòu)類型都影響二語學(xué)習(xí)者的搭配習(xí)得。詞匯量大的學(xué)習(xí)者在搭配測試中比詞匯量小的學(xué)習(xí)者表現(xiàn)好。形容詞-名詞搭配在搭配測試中比動(dòng)詞-名詞搭配更易識(shí)別和回憶。結(jié)果還顯示,學(xué)習(xí)者的前詞匯量和結(jié)構(gòu)類型并沒有交互作用。結(jié)果表明,激活擴(kuò)散模型和認(rèn)知負(fù)荷理論可為二語詞匯習(xí)得提供理論基礎(chǔ),同時(shí)為搭配教學(xué)提供指導(dǎo):在設(shè)計(jì)搭配教學(xué)任務(wù)時(shí),教師應(yīng)考慮搭配的結(jié)構(gòu)類型。
[Abstract]:Collocation is an important part of second language acquisition and plays an important role in vocabulary teaching. Current studies have studied collocations from different perspectives, but few studies have explored the effects of lexical knowledge and structural types on collocation acquisition. Based on the activation diffusion model and cognitive load theory, this study investigated the effects of L2 learners' pre-vocabulary size and collocation structure on collocation acquisition of 60 postgraduates majoring in physics and mathematics at Ningbo University. The specific research question is as follows: (1) how does the learners' pre-vocabulary size affect their collocation acquisition?) how does the structure type affect the second language learners' collocation acquisition? (3) is there any interaction between the pre-vocabulary size and the structural type of the second language learners? Pre-vocabulary refers to the receptive vocabulary of second language learners. Collocation refers to the collocation of two or more words. Collocation structure type refers to the form-name collocation and the verb-name collocation. The data show that learners' pre-vocabulary and collocation structure type affect L2 learners' collocation acquisition. Learners with large vocabularies perform better in collocation tests than those with small vocabularies. Adjective-noun collocations are easier to identify and recall in collocation tests than verb-noun collocations. The results also showed that there was no interaction between learners' pre-vocabulary size and structure type. The results show that activation diffusion model and cognitive load theory can provide theoretical basis for second language vocabulary acquisition and provide guidance for collocation teaching: teachers should consider the structural types of collocation when designing collocation teaching tasks.
【學(xué)位授予單位】：寧波大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H09

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