【作者】 梁春梅；

【导师】 蔡兰珍；

【作者基本信息】 西北师范大学 ， 课程与教学论， 2008， 硕士

【摘要】 词汇在写作中起重要作用。近年来，词汇研究领域的趋势之一是在第二语言词汇知识方面的理论探讨和实证研究。在词汇和写作技能关系的研究中，从词汇的质(词汇知识的深度)方面的研究较少。近年来，随着基础教育英语课程标准的实行，对学生的英语综合应用能力的培养越来越受到重视。作为语言能力之一的写作也越来越受到重视。研究表明中学生英语写作中最典型的错误是词汇应用。对词汇知识的深度和写作的研究表明：深度知识和写作有高度正相关。另外，对词汇教学和写作关系的研究表明，词汇教学有助于使接受性词汇知识转化为产出性词汇知识，从而促进写作。基于相关研究和英语课程标准，本研究试图通过词汇知识深度的角度找到一种提高写作质量的途径。与同类研究相比，本文旨在突出研讨词汇知识的深度在英语写作问题中的重要性。本研究的理论基础是Nation的词汇知识框架和Craik和Lockhart的深度加工理论。我们的主要研究目的包括：1．词汇知识的深度是否能够促进英语写作的整体质量。2．词汇知识的深度是否能提高英语写作中词汇使用的复杂性。3．英语写作中的句子复杂性是否能够随着词汇知识的深度而提高。定性和定量研究都被应用在本研究中。西北师范大学第二附属中学的7位初中英语教师和初二四班的62位同学参加了本研究。为了了解初中生英语写作中存在的问题，在研究开始阶段，7名初中英语教师和62名学生(被试)接受了问卷调查。本研究采用了两份问卷：其一为“初中生英语写作质量的调查问卷(教师版)”，其二为“初中生英语写作质量的调查问卷(学生版)”，两者都包括了四个纬度。62名学生随后接受了四次英语写作测试。两份问卷调查所得数据与62名被试(实际有效人数为58人)的四次英语写作测试成绩一同作为原始数据，经过整理后进行数据分析，数据用Excel和SPSSll．5软件，经配对样本分析得到相应结果。根据研究数据我们发现1)词汇知识的深度能够提高英语写作的整体质量；2)词汇知识的深度促进了英语写作中词汇使用的复杂性；3)英语写作中句子的复杂程度也因词汇知识的深度而提高。因此可以得出结论：词汇知识的深度对初中英语写作有积极的影响。本项研究结果带给我们许多的教学启示。这些启示主要体现在1)词汇教学方面：词汇教学不仅仅意味着介绍单词的意义和形式。2)写作教学：将所学单词应用于英语写作可以促进接受性知识转变为产出性知识；分析式的写作评分标准可使学生认真看待写作中词汇应用的问题。更多还原

【Abstract】 Lexis plays a vital role in writing. Vocabulary knowledge, in terms of breadth and depth, is essential to writing. The role of depth of vocabulary has received limited attention from SLA researchers. In recent years, as hina has put more emphasis on the training of students’comprehensive ability in English, writing comes to play an important role. However, English writing ls has not been paid much attention. Researches revealed that errors on vocabulary use are characteristics of high school students’English writing. Previous researches on depth of vocabulary knowledge and writing just indicated that depth of vocabulary knowledge andwriting were highly and positively correlated. And according to researches on vocabulary teaching & learning and writing, instruction on vocabulary helps trigger receptive knowledge to productive knowledge.Based on relative researches and focusing on the writing requirement of the Criteria of English Curriculum,the present research tends to find a way to improve writing from the perspective of depth of vocabulary knowledge. Different from previous researches, this paper wants to emphasize the importance of depth of vocabulary knowledge in the study of English writing, especially in junior high schools in China.The theoretical bases are the vocabulary knowledge framework by Nation and Craik and Lockhart’s theory of depths of processing. Depth, one of the two primary dimensions in vocabulary knowledge, is mainly focused in the research. The major objectives of the study are as follows:1. Does the depth of vocabulary knowledge enhance overall English writing quality?2. Does the depth of vocabulary knowledge help to improve the complexity of vocabulary use in English writing?3. Is syntactic complexity in English writing produced with the improvement of depth of vocabulary knowledge?Both qualitative and quantitative research designs were applied. 7 junior high school teachers and 62 students were involved in this study and they were from No. 2 Affiliated High School of Northwest Normal University. At beginning of the study, they were all administrated questionnaires on English writing quality of junior high schools students. The data in the questionnaires indicated that errors on vocabulary use are typical of junior high school students’English writing. Then the teaching of depth of vocabulary knowledge was carriedout and 62 students (subjects) took four writing tests, however, there were only 58 valid subjects. All of the data of writing were analyzed with Excel and SPSS 11.5.What revealed by the present experiment includes that 1) for junior school students, the depth of vocabulary knowledge enhances their overall English writing quality, that 2) the depth of vocabulary knowledge helps to improve the complexity of vocabulary use in English writing, which was judged by the vocabulary scores and type/ token ratios, and that 3) syntactic complexity in Engcabulary knowledge, which was judged by the length of t-units. Thus the conclusion was drawn that the depth of vocabulary knowledge has positive effect on English writing in junior high schools.Some useful implications obtained from this study include 1) Vocabulary instruction. Knowing a word means more than just introducing meaning and form of a word. Requirements and strategies in teaching and learning vocabulary should be made in teaching syllabus. 2) Writing instruction. Helping students put the words learned into practice is vital. And different scoring criteria make salient the significance of vocab更多还原