【作者】 徐泉；

【导师】 陈佑林；

【作者基本信息】 华中师范大学 ， 英语语言文学， 2002， 硕士

【摘要】 自从现代语言学诞生开始，语言学家们就关注句法研究。二十世纪七十年代，随着第二语言习得成为一门独立的学科，大批研究者对语言的习得展开广泛的研究，但其重点仍然是句法习得的研究。从八十年代开始，越来越多的研究者和教师们意识到词汇习得的重要性。他们的探索涉及词汇习得方法、习得机制等多方面。从九十年代开始，一些研究者的兴趣集中到二语词汇习得的输入方式上，主要探讨阅读与词汇习得的关系问题。他们宣称阅读是而且应该成为二语词汇习得的主要方式。克拉申作为主要倡导人之一，更提出了一种“自由地自愿阅读”(FVR)方式。他认为这种方式是学习二语词汇的最佳方式。在中国，一些英语教师也将其作为一种高效的方式推荐给学生。 但是，从本人和其他一些英语专业硕士研究生的英语学习体会来看，我们怀疑这种阅读方法的高效性。因此，在本研究中，我们试图探索下列问题：1)中国英语专业本科生能否通过这种阅读的方式习得词汇?他们能否也能通过其他的方式，如“精学”，习得词汇?2)在词汇习得中，精学和阅读哪种方法效率更高?3)通过两种方法所习得的词汇知识在时间上的持久力表现怎样? 为了回答上述问题，研究中以某大学英语专业二年级本科生为被试做了一系列实验。实验包括五个平行组和一个综合测验。每一组包含一篇用于阅读的文章，一个用于精学的词汇表和一个检测本组内词汇习得情况的测试。因为本文首要的目的是验证通过阅读法能否习得词汇，因此所选的文章符合FVR的要求。词汇表中的每一个词项由拼写、音标、词性、中英文释义、一个例句及翻译构成。为了进行公平的比较，词汇表中词的数量、等级和词性等方面均与同组内阅读文章中的生词对等。每组中的测试和最后的综合测验都采用“词汇知识等级法”(VKS)进行测试。综合测验中包括前面五组内所有的生词，其目的是检测和比较所习得的词汇知识在时间跨度上的保持表现。 对实验数据的分析分为综合分析和具体分析两部分。综合分析表明：1)无论通过阅读法还是精学法，被试们都能够习得词汇知识；2)用精学法所习得的词汇知识显著多于阅读法，即精学法的效率要显著高于阅读法；3)从词汇习得的效果角度考察，精学法优于阅读法的临界点在学习词汇后4至5周之间。具体分析表明：1)无论对差生，普通生还是优生，在临界点以内，精学法均优于阅读法：2)无论用何种方法，在词汇习得效率上，优生还是最高，差生还是最低；3）两种方法综合考察，四种词性词的习得效率从高到低的颀序为：副词、名词、动词、形容词；单独考察精学法，它们的顺序从高到低为：副词、名词、动词、形容词；单独考察阅读法，它们的顺序从高到低为：副词、名词、形容词、动词：4）无论何种词性的词，采用精学法的效率均高于阅读法。 这篇论文所做的探索在理论上和实践上均有一定的积极意义。在理论上，它发展了克拉申在关于通过阅读法习得二语词汇方面的研究成果。在实践上，对于指导高碎英语专业本科生的词汇学习可起一定作用：l）如果词汇学习只是他们的学习目标之一，精学法和阅读法均可采用；2）如果扩大词汇量，增长词汇知识是他们的首要学习目标，精学法要优于阅读法：3）试图通过泛读的方式，在语境中学习动词的词汇知识，就效率而言是不可取的。更多还原

【Abstract】 Since the birth of modern linguistics, linguists have been paying attention to syntax. In the 1970s, as SLA (Second Language Acquisition) came into being as an independent science, a large number of researchers showed enormous interest in how second language is acquired. However, most of linguists in that field still focused on the acquisition of syntax. In the past twenty years, more and more researchers and teachers began to realize the importance of vocabulary acquisition. The research in that circle involves many aspects including acquisition method, acquisition mechanism etc. In the past ten years, some researchers showed great interest in the input means of L2 vocabulary acquisition, and concentrated on the relation between reading and word learning. They argued that incidental learning is and should be the major method in vocabulary acquisition. Stephen Krashen, one of the representative proponents, proposed a FVR (Free Voluntary Reading) model. The FVR model encourages language learners to choose reading materials freely and read them at their will. Krashen suggested FVR is the optimal method for language learners, including L2 learners to enhance their vocabulary. In China, some teachers employ this method and encourage their students to take it as the most effective method for vocabulary enlargement.When judged from the subjective L2 learning experience of the present author and other postgraduate English majors, it is doubted whether FVR can be applied effectively to advanced Chinese English learners. Hence, in this thesis, it is intended to explore the answers to the following three questions: 1) Can Chinese undergraduate English majors acquire word knowledge by the Free Reading Method? Can they acquire word knowledge by the Intensive Learning Method as well? 2) Which method, the Free Reading Method or the Intensive Learning Method, can achieve better acquisition result, i.e., more word knowledge? 3) What are the features of word knowledge retention acquired by two methods?To seek objective answers to those questions, the author did a set of experiments, which consisted of five groups of experiments and one comprehensive test. There are three items in each group: a passage for reading, a word list for intensive learning, and a test examining the acquisition result of new words in the passage and word list. For examining the effectiveness, the reading passages were prepared to meet the requirements of FVR. Every new word in the word lists is made up of its spelling, phonetic transcription, part of speech, meaning and an example sentence. For the necessity of equality in comparison, the words are singled out from concrete passages rather than from dictionaries, each word possesses only one part of speech and one meaning. And the number, part of speech and level of the new words in each word list are identical with those contained in the reading passage within the same experimental group. The test within each experimental group employs the Vocabulary Knowledge Scale (VKS) method. The purpose is to investigate subjects’ acquisition achievements, esp. the meaning and part of speech of new words in that group. The method used in the final comprehensive test is the same as the one used in the separate groups, but it contains all the new words of those five groups. The purpose of this test is to examine the word knowledge retention in terms of time span.The global analysis on the experimental data manifests the following results: 1) both the Free Reading Method and the Intensive Learning Method are effective to undergraduate English majors in their word acquisition; 2) the Intensive Learning Method is significantly superior to the Free Reading Method when the subjects were tested one day after they learned the words; 3) the results of the Final Comprehensive Test at the end of 7 weeks experiment indicates the word knowledge acquired by the Intensive Learning Method is still more than that acquired by the Free Reading Method, but their difference is no more significant in statistics. The further T- Test更多还原