【作者】 周莉；

【导师】 娄瑞娟；

【作者基本信息】 北京林业大学 ， 外国语言学及应用语言学， 2014， 硕士

【摘要】 近些年来,人们开始意识到语法由词驱动,而搭配因其兼具语法特征越来越受到语言学家和教师的关注。搭配是个整体,要整个地学习、记忆、储存和提取。学习搭配有助于大学生达到母语般的流畅程度,增进理解力,于语言产出也有裨益。鉴于学习搭配的重要性,语言学家和教师应该进一步深入地探讨,才能更多地了解它。尽管研究人员为此付出了巨大的努力,但是迄今为止,绝大多数都着力于理论方面。为数不多的实证研究也几乎都是通过各种测试手段从语言输出端收集数据进行研究。通过阅读理解来测试搭配习得的研究少之又少,值得深入研究。本研究是以VanPatten提出的二语习得理论为依据进行的实证研究,旨在通过研究不同搭配教学方法对非英语专业大学生英语阅读的准确性的影响,探寻有效提高搭配习得的教学方法,从而指导课堂教学。在为期12个星期的准实验的过程中,北京林业大学三个自然教学班分别被施以三种不同搭配教学方法,即：强调以单个词汇为英语教学和学习最小单位的传统搭配教学方法、以整个搭配为英语教学和学习最小单位的只进行输入的搭配教学方法和将输入与输出相结合的搭配教学方法。本研究以选词填空、完形、阅读理解以及简答四种不同题型,从对实词的理解和使用、各个词性的词的理解和使用、对文章句间及整体的把握到理解性产出四个方面全面收集有关被试阅读准确性的信息。实验收集的前测和后测数据使用SPSS V19软件包进行方差分析。基于数据分析,作者得出结论：1)相较于传统的搭配教学,无论是只进行输入的搭配教学方法还是将输入与输出相结合的搭配教学方法都有助于搭配习得,提高阅读的准确性；2)对于非英语专业大学生,输入与输出相结合的搭配教学方法不一定优于只进行输入的搭配教学方法。分析通过数据得到的结论,作者认为有必要将搭配引入课堂教学。在教学的过程中,教师要注重培养以搭配为语言学习最小单位的意识,并通过相关练习不断强化该意识。教师要引导学生进行课堂外内隐性搭配学习,与课堂内外显性搭配学习相结合,两者相辅相成,相得益彰。更多还原

【Abstract】 Growing attention has been attached to collocation among language researchers and teaching practitioners in recent years, as they come to realize that grammar is lexis-driven, the door-opener, however, may quite well lie in the hand of collocation, the grammaticalized lexis. Collocation should be learned holistically, stored and retrieved as a whole. Collocation competence helps college students achieve native-like fluency, boosts their comprehension, facilitates their production. Therefore, the knowledge of and the ability to use collocation are essential for college language learners.In light of its significance, it is imperative for linguists and language practitioners to explore deep into collocation. Many efforts have been made toward better understanding collocation so far, a majority of which, however, concentrate on theoretical discussion. Among the scanty empirical studies on collocation, an overwhelming number is focused on elicitation tests based more on the production than on the comprehension. Studying the outcome of collocation acquisition through the receptive end, i.e. reading remains comparatively few and deserves further research.This research is designed to explore possible collocation teaching methods that help facilitate collocation acquisition so as to guide classroom teaching. On the basis of VanPatten’s model of second language acquisition, the author of this thesis advances two collocation methods:input-only collocation teaching method and input plus output collocation teaching method, both of which treat collocation as the minimum unit of English teaching and learning, as against the traditional collocation teaching method which regards individual word as the minimum unit. During the twelve-week quasi-experiment, the mentioned three types of collocation teaching method are employed respectively on three intact language classes of Beijing Forestry University. Four types of testing techniques-banked-cloze, cloze, multiple-choice question, and short-answer question-are adopted to comprehensively gather information of reading comprehension at the content-word level, the words of all part of speech level, the intersentential and beyond level, and semi-productive level. SPSS V19software package is introduced to engage in the analysis of variance of the data collected from both pre-test and post-test of the experiment. Based on the data-analysis, the author concludes that I) compared with the traditional collocation teaching method, both input-only and input plus output collocation teaching methods are conducive to collocation acquisition and reading accuracy; II) when non-English majors are concerned, input plus output method is not necessarily superior to input only method. The author analyzes the conclusion obtained from data analysis and points out that it is necessary to introduce collocation into classroom teaching. In the course of classroom teaching, it is advisable for teachers to focus on raising students’ awareness that collocation is the minimum unit of language teaching and learning, and try to intensify such awareness though relevant exercises. In addition, teachers should make effort to guide students to incidental learning of collocation outside classroom to complement classroom intended teaching of collocation.更多还原