發(fā)布時(shí)間：2024-12-02 21:46

　　詞匯作為語(yǔ)言學(xué)習(xí)的基礎(chǔ),詞匯習(xí)得的探討同樣廣受關(guān)注。近些年來(lái),學(xué)者的注意力也在漸漸從詞匯廣度知識(shí)轉(zhuǎn)移到詞匯深度知識(shí)上來(lái),詞匯習(xí)得指的不僅僅是簡(jiǎn)單地掌握其音、形、義,還需要對(duì)這個(gè)詞的知識(shí)有全面的把握,即掌握其詞匯深度能力。而學(xué)習(xí)者的詞匯深度能力又與他們所采用的學(xué)習(xí)觀念、學(xué)習(xí)方法和策略息息相關(guān)。詞匯學(xué)習(xí)策略是指學(xué)習(xí)者有意借助一些方法來(lái)更好的理解和記憶詞匯。同時(shí),詞匯與閱讀的相互關(guān)系也一直是二語(yǔ)研究的關(guān)注焦點(diǎn)。在相關(guān)研究基礎(chǔ)上,本研究試圖將詞匯深度知識(shí)和詞匯學(xué)習(xí)策略視為影響學(xué)生閱讀能力的兩個(gè)因素。本研究選取50名某實(shí)驗(yàn)性高中的高二學(xué)生作為受試,對(duì)他們的詞匯深度知識(shí)和詞匯學(xué)習(xí)策略的總體情況進(jìn)行調(diào)查,并收集了當(dāng)月期中考試閱讀部分的成績(jī)。筆者首先對(duì)高中學(xué)生的詞匯學(xué)習(xí)策略和詞匯深度知識(shí)進(jìn)行調(diào)查。通過(guò)調(diào)查問(wèn)卷來(lái)收集學(xué)生的詞匯學(xué)習(xí)策略使用情況;詞匯深度知識(shí)從詞匯的近義詞、一詞多義和搭配進(jìn)行測(cè)量。同時(shí),這兩項(xiàng)作為影響學(xué)習(xí)者詞匯能力的因素,分別對(duì)它們和閱讀能力的關(guān)系也進(jìn)行了研究。本文提出了以下研究問(wèn)題:1)高中學(xué)生所采用的詞匯學(xué)習(xí)策略的整體水平以及詞匯深度能力如何?2)學(xué)習(xí)者采用的學(xué)習(xí)策略與詞匯深度知識(shí)是否顯...

【文章頁(yè)數(shù)】：106 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
Chapter Ⅰ Introduction
    1.1 Background of the Study
    1.2 Significance of the Study
    1.3 Organization of the Thesis
Chapter Ⅱ Literature Review
    2.1 Vocabulary Knowledge
        2.1.1 Definition and Framework of Vocabulary Knowledge
        2.1.2 Breadth and Depth of Vocabulary Knowledge
        2.1.3 Dimensional Approaches to Depth of Vocabulary Knowledge
    2.2 Vocabulary Learning Strategies
        2.2.1 Definition and Features of Vocabulary Learning Strategies
        2.2.2 Classifications of Vocabulary Learning Strategies
    2.3 Related Researches
        2.3.1 Previous Studies on Depth of Vocabulary Knowledge
        2.3.2 Previous Studies on Vocabulary Learning Strategies
        2.3.3 Previous Studies between Depth of Vocabulary Knowledgeand Vocabulary Learning Strategies
        2.3.4 Previous Studies on the Relationship between Reading andVocabulary Knowledge
        2.3.5 Summary
Chapter Ⅲ Research Methodology
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Instruments
        3.3.1 Vocabulary Learning Strategies Questionnaire (hereafter VLS)
        3.3.2 Depth of Vocabulary Knowledge Test
        3.3.3 Reading Test
    3.4 Research Procedures
    3.5 Data Collection
Chapter Ⅳ Results and Discussion
    4.1 The Results of Learners' Vocabulary Learning Strategies
        4.1.1 Vocabulary Learning Strategies at Metacognitive Level
        4.1.2 Vocabulary Learning Strategies at Cognitive Level
        4.1.3 Vocabulary Learning Strategies at Social/Affective Level
    4.2 Overall State of Depth of Vocabulary Knowledge
    4.3 Results of Reading Test
    4.4 Results of Correlation Analysis
        4.4.1 Correlation Analysis between VLS and DVK
        4.4.2 Correlation Analysis between DVK and Reading Ability
        4.4.3 Correlation Analysis between VLS and Reading Ability
    4.5 Discussion
        4.5.1 Overall Pattern of DVK and VLS
        4.5.2 The Correlations between DVK and VLS
        4.5.3 Effects of Two Factors on Reading Ability
Chapter Ⅴ Conclusion
    5.1 Major Findings
    5.2 Pedagogical Implications
    5.3 Limitations of the Study and Suggestions for Further Study
Bibliography
Appendices
    Appendix Ⅰ Depth of Vocabulary Knowledge Test
    Appendix Ⅱ Vocabulary Learning Strategies Questionnaire
    Appendix Ⅲ Reading Test
Acknowledgements
附件



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