【作者】 杨丽华；

【导师】 高桂香；

【作者基本信息】 河北师范大学 ， 英语语言文学， 2005， 硕士

【摘要】 许多语言学家(如Wilkins, 1972; McCarthy, 1990)认为,词汇在外语教学中起着非常重要的作用。如果学习者没有足够的词汇,就难以表达自己的感情或理解对方的观点和想法,也就无法用这门语言和别人进行交流。 Nagy & Herman (1985的“偶然词汇学习假设”(Incidental Vocabulary Learning Hypothesis)指出,习得者掌握的大部分词汇是通过在各种上下文中反复遇到而逐步掌握的,直接教授词汇不一定是学生积累词汇的最佳途径;Nagy & Herman提出,在阅读中习得者所积累的词汇量比其他方法都要多,教师应该提倡广泛阅读。 “偶然词汇学习假设”支持者Krashen(1989)提出,阅读中的“可理解输入”(Comprehensible Input)是二语习得者最为有效的增加词汇的方法。 Krashen与Nagy & Herman一样没有强调传统的词汇教学方法,他们都认为,大量令学生感兴趣的阅读材料,大量轻松而且非考试内容的阅读材料是习得者扩大词汇量的最佳方式。 以“偶然词汇学习假设”为理论指导,启发和引导学生大量习得偶然词汇,并逐渐培养正确的阅读和词汇积累习惯已成为词汇教学的一个重要组成部分。 本研究选取以英语词汇为主要学习内容的英语专业低年级大学生为研究对象,研究了他们在学习偶然词汇时使用英语词汇学习策略的总体情况。通过测试,根据掌握词汇量的大小进一步划分出低分组学生和高分组学生,分析了高分学生和低分学生在偶然词汇学习策略使用方面存在的差异性以及词汇学习策略与学习效率的相关性。 本研究的调查问卷是参考O’ Malley & Chamot的问卷,在统计专业人员的指导下设计完成。本研究对河北师范大学外国语学院的150名学生进行了问卷调查。问卷详细调查了学生在元认知,认知以及情感/社交三个层次上使用英语词汇学习策略的情况。采用SPSS软件对数据进行了分析,结果表明: 1) 大多数参与调查的学生认为英语学习环境在改变,应充分认识偶然词汇学习的重要性并积极采用有效的英语词汇学习策略。 2) 在学习偶然词汇时,最常使用的元认知策略有:预先注意和选择性注意; 经常使用的认知策略有:查找,识记,上下文和翻译。更多还原

【Abstract】 With coming of new century, modern education is now experiencing a shift from a mere knowledge delivery, a "what" issue, to a strategy concern, a "how" issue. This shift finds its fine expressions in English learning. Both English teachers and learners show concerns for learning strategies.Vocabulary learning is essential to language acquisition for it is the fundamental element of the target language learning. Since there is a gap between learners’ needs for huge amounts of vocabulary and this in traditional teaching materials, great importance is attached to incidental vocabulary learning.This paper has been initiated by a practical concern and a theoretical inspiration. The practical concern lies in change of English learning environments with various reading materials in English available. The theoretical inspiration is associated with the theories of Nagy and Herman, as well as those of Krashen. They advocate learning through extensive reading and many new words may be "picked up" through listening, speaking, reading and writing, that is, the learning of huge amounts of vocabulary is through incidental learning. Mow to learn incidental vocabulary in a more effective way becomes a major issue.The present research investigates the overall pattern of English incidental vocabulary learning strategies employed by English majors, the specific strategies used by high-proficiency learners and low-proficiency learners, as well as correlation between learning strategies and learning proficiency. A questionnaire, adapted from O’Malley and Chamot. is administered to 150 sophomore English majors from Hebei Teachers University. Learners’ vocabulary learning strategies are investigated at three levels: metacognitive strategies, cognitive strategies, and social/affective strategies. By using SPSS, the analyses of the data reveal:1) The investigated subjects tend to consider English learning environments are changing, and more English reading materials are available. Thus, great attention should be given to incidental vocabulary learning strategies to promote their learning proficiency.2) General speaking, English majors employ a variety of learning strategies in their incidental vocabulary learning. Among metacognitive strategies, selective更多还原