【作者】 陈水池；

【导师】 张文忠；

【作者基本信息】 湖南大学 ， 外国语言学及应用语言学， 2004， 硕士

【摘要】 本篇论文报告了对国内3个不同语言水平层次(中等偏低，中等偏高和高水平)的学习者所做的一次实证性研究，其目的是调查汉语为母语的学习者习得英语形容词和名词搭配知识的可能发展状况。建立在Nation(2001)对第二语言搭配知识体系的描述和Wei(1999)采用综合法来分析搭配关系的基础上，本文对90名中国学生习得三类英语形容词(多义形容词、同义形容词、从动词派生出来的分词性形容词)和名词搭配知识的情况进行了横断研究，观察并描述了受试者接受性和产出性形容词和名词搭配知识的发展状况。通过对比组间和组内语言水平层次在接受性和产出性搭配知识上的差异，本文试图找出中国英语学习者习得形容词和名词搭配知识的发展的依据。本文中的主要统计方法为描述性统计分析，单因素方差分析和成对样本T检验。通过对实证数据的定量分析和定性分析，本文得出如下结论： 1．形容词和名词搭配知识的发展与第二语言水平相关。一般说来，语言水平越高，习得的搭配知识就越多。 2．同一语言水平层次内也存在发展模式。不论是接受性知识还是产出性知识，三个语言水平层次的学习者习得同义形容词和名词搭配知识最少；中等偏低水平的学习者习得多义形容词和名词搭配知识多于从动词派生出来的分词性形容词和名词搭配知识；而中等偏高水平和高水平的学习者习得从动词派生出来的分词性形容词和名词搭配知识好于多义形容词和名词搭配知识。 3．从接受性搭配知识的掌握到产出性搭配知识的掌握是一个缓慢的发展过程。大量听力，阅读之类的“接受性”实践(及其能力的培养和测试)可能是二语学习者接受性搭配知识优先发展的重要原因之一。 4．影响二语学习者的搭配知识发展的可能因素包括输入搭配的频率，搭配自身结构的复杂性，词语搭配的顺序，一语与二语之间的差异，语言水平，外语学习的外部环境，课堂教学等等。 基于以上研究，文章进一步对英语教学提出了一些建设性建议。为能使学生更好地运用地道的语言，教师应采取综合法进行词汇教学，以便帮助学生提高词汇搭配知识，尤其是产出性搭配知识；引导学生注意词语之间的搭配关系以及句法和语义上的跨语言限制；为学生提供更多的真实语料。更多还原

【Abstract】 Based on collocational framework put forward by Nation (2001) and the integrated approach to collocational analysis proposed by Wei (1999), this empirical study aims to investigate the possible developmental pattern in the acquisition of English adjective-noun collocational knowledge. The study examines how 90 Chinese learners of English at three different EFL proficiency levels (lower-intermediate, upper-intermediate and advanced proficiency levels) acquire the three types of adjective-noun collocational knowledge (the polysemous, synonymous and deverbal participial adjective-noun collocational knowledge) both receptively and productively. Evidence for the development of adjective-noun collocational knowledge is sought in comparing the receptive and productive mastery of the three types of adjective-noun collocational knowledge across and within language proficiency levels. The statistical techniques employed for analysis are descriptive statistics, one-way ANOVA, and paired-samples T-tests. Through the interpretation of the quantitative and qualitative results, we can generate the following conclusions:1. The development of adjective-noun collocational knowledge is linked with second language proficiency level. Generally speaking, the higher the language proficiency level is, the more adjective-noun collocational knowledge can be acquired.2. Within the same language proficiency level, there appears to be a hierarchical development in the acquisition of the three types of adjective-noun collocational knowledge investigated in this study. The synonymous adjective-noun collocational knowledge is acquired least among the three types of adjective-noun collocational knowledge. The reason for the result may be that semantic net building is a very slow process. At the lower-intermediate proficiency level, the polysemous adjective-noun collocational knowledge appears to be mastered better than the deverbal participial one. At the upper-intermediate and advanced proficiency levels, the deverbal participial adjective-noun collocational knowledge seems to be acquired better than the polysemous one.3. The development from the receptive mastery to productive mastery is a slow process. In normal language learning conditions, receptive use (such as listening, reading) generally obtains more practice than productive use, which may be an important reason in accounting for the gap between receptive knowledge and productive knowledge4. The possible factors affecting the development in the acquisition of adjective-noun collocational knowledge include frequency in the input of collocation components, an order in a certain type of collocation, L1/L2 difference, language proficiency, outside environment for EFL learners and classroom instructions, etc. Some pedagogical implications are made in the following:Firstly, the results in the study uncover that L2 learners at the three proficiency levels are not very accurate in the two tests, especially the productive knowledge test, which is indicative of the L2 learners’ general weakness in producing acceptable collocations. Therefore, classroom teachers should make a comprehensive approach to vocabulary teaching in order to help L2 learners improve their collocational knowledge, especially the productive knowledge.Secondly, collocational relations with other words, the marginal meanings of adjective in an adjective-noun collocation, the synonymous adjective-noun collocations and the less frequent in the input of adjective-noun collocation are well worth L2 learners’ and teachers’ attentions. Teaching collocations and raising L2 learners’ awareness of the existence of collocational relations and their usefulness in L2 learning from the early stage of EFL can prove to be useful and rewarding as the mastery of collocational knowledge can make L2 learners more effectively use language.Thirdly, the learning of English deverbal participial adjective-noun collocations involves cross-level constraints referring to bot更多还原