【作者】 祝伟；

【导师】 胡汉舫；

【作者基本信息】 华中师范大学 ， 学科教学， 2011， 硕士

【摘要】 词典使用研究始于上世纪70年代末期。词典使用属于认知策略,是学习策略的一种,在学习过程中对学习者有很大的帮助。我国关于学习者词典使用的研究也很多,但更多集中在大学生等高等教育群体上,针对高中生的专门研究很少。英语词典是英语学习者学习过程中经常使用的词典类工具书。但在教学实践中,我们发现高中生在学习英语的过程中,表现出来的词典使用情况令人堪忧。高中生的词典类别多样,但是没有多少学生是根据自己的学习水平和查阅目的来选购或选用词典的。不同的词典有不同的特点,高中生明白这点,但却不了解它们不同的特点分别是什么,甚至还有很多学生对词典的内容包括哪些都不能很清楚地说出。绝大多数学生在查词典时只关注词语的意思,忽略了很多重要知识。比如语法知识,文体风格,词语用法等。词典使用讲究策略与技巧,什么时候该查词典,查什么样的词典,都是有理论基础支撑的。但高中生表现出策略的欠缺与使用的不妥。这些现象部分原因是由于学生自己对词典作用的低估和对词典使用策略的忽视,另一部分原因则源于学生缺乏老师对词典使用的训练与指导。高中生学习任务繁重,老师授课压力也比较大,导致老师和学生都把注意力放在了成绩的提高上。相关理论研究成果的贫乏,也导致了词典使用在英语教学中的作用被低估忽视。词典往往是学生自主学习时帮助解决问题的工具,不同的学习风格,不同的英语水平等因素造成了高中生在词典使用的策略,习惯,效率等表现各异。这篇论文将从以下几个方面考察高中英语教学中的学生词典使用情况：一是常用词典的类型与使用频率,二是词典使用在不同学习任务中的体现,三是词典使用策略,四是学生查阅词典的目的信息,最后是关于专项词典使用训练的调查。本文采用问卷调查的形式,分别在三个年级6个班调查了360名高中生。其中对高二和高三的班级,分别选用一个文科班和理科班,以排除文理分科对调查可能造成的影响。为了对问卷调查的问题做进一步分析,以及为了找出英语善学者和不善学者在词典使用上的差异,问卷调查中12名学生(6名为善学者,6名为不善学者)被选出参加了访谈。判断他们善学与不善学的标准是他们在做问卷调查的前一个月参加的期末考试成绩,也参考了他们的英语老师对他们英语水平能力的评价。完成这两个步骤后,本文对所得数据进行了描述性数据分析,以反映当前高中生词典使用的综合情况,并对词典使用类型及策略与英语学习者语言水平做了相关性分析。本文将根据访谈的结果分析善学者与不善学者词典使用特点区别。在数据分析的过程中,本研究在高中生词典使用方面有一些发现：高中生普遍拥有词典,高年级拥有词典人数比例比低年级高,但整体来说高中生对词典的使用率比较低；很多高中生只用英汉词典或汉英词典,而忽略英汉双解,或者即使使用双解,他们也倾向于跳过英语解释部分,而只看中文翻译；高中生对词典功能缺乏了解,查的最多的信息是词语意思,然后是拼写,他们很少查阅语法,文化,文体等方面的信息；电子词典在这次调查中被发现使用率很低。高中生在做输入型语言练习,比如阅读理解时,比他们在做输出型语言练习,比如写作练习,使用词典更频繁。英语善学者和不善学者在词典使用的差异,表现在词典种类选用,词语义项选择,查阅习惯等方面。比如善学者经常使用英汉双解词典,他们在查阅单词时更倾向于同时阅读英文和中文的解释,以得到更准确的信息。在文章最后,作者根据调查结果针对高中英语教与学给出了建议。更多还原

【Abstract】 The study on dictionary use dated from the late 1970s. As a learning strategy, dictionary use belongs to cognitive learning strategy, playing an important role in learners’learning process. There are plenty of researches on learners’dictionary use in China, but most of them focus on the college students, ignoring the high school students. English dictionary is the most commonly used reference book in the process of learner’s English learning. But the situation high school students use dictionary to assist their learning is not satisfactory, as found in the high school English teaching. There are a lot of types of dictionary, with different features and focus, but high school students seem to know little about it. Most students do not turn to different dictionaries by their varied learning tasks and purposes. Meaning is the most frequently consulted information in a dictionary. However, they show ignorance to the other kinds of information available, such as grammatical information, or stylistic collocation. Using a dictionary demands the consulter’s strategies and skills, which is supported by a lot of scholars’researches and studies. High school students show a lack of dictionary use strategy and unskillful use of strategies. There are reasons mainly in two aspects resulting to the situation. On one hand, high school students neglect the importance of dictionary and dictionary use strategy. On the other hand, high school English teachers do not pay attention to the special dictionary use training and instruction. Besides the learning and teaching tasks for both students and teachers are arduous, making them too concerned about and focused on the achievement. The theoretical and practical fruits of dictionary use among high school students are few, adding another reason for students’and teachers’ignorance of dictionary in high school English pedagogy. Dictionary is a tool for students to solve problems in their learning process, especially in their autonomous learning. Different learning styles and language proficiency may have an influence on students’dictionary use, making students show different consultation habit and efficiency.This thesis is going to investigate the present situation high school students use dictionary in their learning process in five aspects:the ownership and utilization of different types of dictionary; the dictionary consultation in varied learning tasks; dictionary consultation strategy; purpose of consultation; special dictionary use training.In this study, a questionnaire was conducted among 360 high school students of six classes in three different grades. As classes in Grade 2 and Grade 3 in high school are divided into humanity focused classes and science focused classes, the two classes in each grade involved both kinds of class, to avoid the possible influence.To have a further study, an interview was conducted to help find the difference in dictionary between the successful English learners and the unsuccessful English learners. 12 subjects who did the questionnaire were involved in this interview,6 being successful and the other 6 being unsuccessful judged by their score in the final examination they sat a month ago and the assessment form their English teachers.After the questionnaire and interview, a descriptive data analysis was conducted to have a general picture of the dictionary use among high school students. What is more, a correlation analysis was made on the relationship between the dictionary type and their English language proficiency, and between the consultation strategy and their English language proficiency.In the process of data analysis, the author made some findings on the dictionary use among high school students. It was found that most of the high school students own dictionary. Students in upper grade have a higher percentage of dictionary ownership. However, on the whole students in high school do not use dictionary effectively and efficiently. Many students use only English-Chinese dictionary or Chinese-English dictionary, tending to ignore the monolingual and bilingualized dictionary. Even though some of them consult a bilingualized dictionary sometimes, they prefer to ignore the English explanation and jump to the Chinese translation. The study also found that high school students show a lack of knowledge of diverse information in a dictionary and dictionary’s function. The information consulted most frequently by high school students is meaning, next is spelling. They seldom consult a dictionary for grammatical, stylistic and cultural information. Electronic dictionary is not widely used according to the finding in this thesis. In receptive language learning tasks, like reading comprehension, students consult dictionary more than they do in productive language learning tasks, like writing. The comparison of the dictionary use between successful and unsuccessful learners is mainly based on the interview. They show varied characteristic in aspects like choosing dictionary, finding an entry, and their consultation habits. Successful learners are found to be more flexible and independent in dictionary use. And they prefer to read the explanation of a word in both English and Chinese, to get more precise information.At the end of the study, the author gave some suggestions to the high school English pedagogy based on the findings.更多还原