动态系统理论框架下初中英语词汇广度与深度的动态发展

【作者】 王茜；

【导师】 唐建萍；

【作者基本信息】 曲阜师范大学 ， 教育硕士（专业学位）， 2021， 硕士

【摘要】 在初中英语教学中,教师和学生都高度重视英语词汇学习,将之作为英语学习的基础。动态系统理论是国际应用语言学界新兴的一个前沿的理论。该理论强调语言发展过程的动态性、变异性和复杂性,二语词汇知识可以视作一个动态、复杂的系统。本文从动态系统理论的角度探讨词汇广度与词汇深度的动态发展。研究重点是在初中英语词汇知识,重点探索词汇广度、词汇深度以及两者间交互影响,目的是揭示初中词汇知识作为一个复杂动态系统在发展过程中体现出的全面联结性、非线性、自组性以及差异性等特征,为促进英语课堂教学改革和初中生英语词汇学习提供一些理论指导和实际借鉴。本研究以山东省青岛某中学初一至初三年级的学生为研究对象,通过测试的方法,探索初中生英语词汇学习的动态发展。本文的研究问题如下:1.初中三个年级的学生,在英语词汇学习广度上呈现何种发展特点?2.初中三个年级的学生,在英语词汇学习深度上呈现何种发展特点?3.初中生英语词汇广度与词汇深度呈现何种关系?通过认真分析研究,本研究得出了如下的结论和启示:第一,随着学习阶段升高,三组学生的词汇量发展主要在低频词级产生分化。总的来说,随着年级增高,学生的词汇量呈显著上升趋势,且在低频词方面增长较多。然而将词汇量增长幅度平摊到3年间,发现学生每年习得的单词速度仍然偏低。第二,在初中三年,学生的英语词汇深度的增长经历了由快到慢的过程,并且在初三的第二学期之后出现趋于平缓发展的趋势。从动态系统理论的角度看,词汇深度存在将单词的边缘及核心词义相互碰撞诱发这一结果的可能。第三,词汇广度与词汇深度在1200词级由相互支持共同增长,转变为相互竞争关系。综合研究结果,推测1200词级左右的词汇广度对于初中生来说可能是一个阈限,搭配知识、边缘词义知识(表征着词汇深度)及词义知识(表征着词汇广度)之间产生了碰撞,认知资源成为其竞争的焦点,互相竞争有限的认知资源。直到词汇量达到1600词级以上,该相关关系可能才会渐渐转化为共同增长。第四,同时带给我了一些启示:学生的个体间差异可能会导致他们利用学习资源的效果大相径庭,另外我们还应该意识到,在发展过程中出现的反复、甚至倒退并不一定意味着某种教学方法不起效果或者教师的介入失败,而是发展过程中再正常不过的现象。更多还原

【Abstract】 As the cornerstone of a language,the importance of vocabulary is self-evident-like.In junior high school English teaching,English vocabulary learning is the key and the most difficult point.Teachers and students attach great importance to English vocabulary learning and regard it as the foundation of learning English.The Dynamic System Theory introduced in this paper is a new frontier theory in the field of international applied linguistics,which emphasizes the dynamic and complexity of language development and advocates,and advocates that second language vocabulary knowledge can be regarded as a dynamic and complex system.The Dynamic System is composed of different components at multiple levels,so it is necessary to describe the development of the Dynamic System of second language vocabulary knowledge from a multi-dimensional perspective.This study focuses on junior high school English vocabulary knowledge,focusing on vocabulary breadth,vocabulary depth and the interaction between them,with a view to revealing the characteristics of comprehensive connection,non-linearity,self-organization and difference in the development process of junior high school vocabulary knowledge as a complex Dynamic System,as well as providing theoretical guidance and practical reference for promoting English classroom teaching reform and students’ English vocabulary learning.In this study,the test method was adopted,The research questions were as follows:1.What are the development characteristics of English vocabulary learning breadth of students in the above three grades?2.What are the development characteristics of English vocabulary learning depth of students in the above three grades?Through careful analysis and study of the results,this paper draws the following conclusions:First,with the increase of grades,students’ English vocabularies tend to be on the rise,and there is more growth in low-frequency words.However,the average growth rate of vocabulary in these three years shows that the students learning speed of words every year is still low,and their vocabulary is not enough for them to enjoy free reading.On one hand,the number of words is not enough,which makes students unable to read widely.On the other hand,due to the lack of extensive reading,the learning of low-frequency words lags behind,and the vocabulary growth rate is slow,forming a vicious circle over time.According to interact with each other,and gradually presenting a state that students can’t read articles in English because of insufficient vocabulary.Therefore,we should realize that students have great potential in vocabulary,and teachers should start with teaching materials,courses and reading materials to improve students awareness of enhancing their vocabulary.Secondly,in the three years of junior high school,the growth of students English vocabulary depth has experienced a process from being fast to slow,and it tends to develop smoothly after the second semester of grade three.From the perspective of Dynamic System Theory,lexical depth may be the development trend caused by the competition between the core meaning and the edge meaning in cognitive resources.Thirdly,at the 1200-word level,vocabulary breadth and depth have changed from mutual support and common growth to mutual competition.Based on the comprehensive research results,it is speculated that the vocabulary breadth of about 1200 words may be a threshold for junior high school students.After crossing this threshold,the core word meaning knowledge represents vocabulary breadth and the edge word meaning knowledge representing vocabulary depth gradually changes into a competitive relationship,competing with each other for limited cognitive resources.Until the vocabulary reaches more than 1600 words,the correlation may gradually turn into common growth.更多还原