英語(yǔ)詞匯語(yǔ)義關(guān)系習(xí)得研究

內(nèi)容概要

　　《英語(yǔ)詞匯語(yǔ)義關(guān)系習(xí)得研究》以詞匯語(yǔ)義關(guān)系中的兩類(lèi)聚合關(guān)系(同義關(guān)系和反義關(guān)系)為研究對(duì)象，重點(diǎn)探討了中國(guó)高級(jí)英語(yǔ)學(xué)習(xí)者對(duì)英語(yǔ)中這兩類(lèi)詞匯語(yǔ)義關(guān)系掌握的程度。其具體的研究問(wèn)題包括：(1)與英語(yǔ)本族語(yǔ)者對(duì)這兩類(lèi)詞匯語(yǔ)義關(guān)系的掌握相比，中國(guó)高級(jí)英語(yǔ)學(xué)習(xí)者有何差異？(2)是否可以采取深層語(yǔ)義加工的方法，提高中國(guó)英語(yǔ)學(xué)習(xí)者在課堂教學(xué)環(huán)境下對(duì)同義關(guān)系的掌握程度？(3)在課堂教學(xué)環(huán)境下，反義關(guān)系的習(xí)得呈現(xiàn)何種發(fā)展途徑？(4)影響中國(guó)高級(jí)英語(yǔ)學(xué)習(xí)者掌握二語(yǔ)中的同義關(guān)系與反義關(guān)系的主要因素有哪些？為了回答這些問(wèn)題，作者提出了同義關(guān)系與反義關(guān)系的可操作定義，并建立了二語(yǔ)詞匯語(yǔ)義關(guān)系習(xí)得的發(fā)展模型。在此框架的基礎(chǔ)上，作者采用數(shù)據(jù)驅(qū)動(dòng)的方法和實(shí)驗(yàn)的方法對(duì)中國(guó)高級(jí)英語(yǔ)學(xué)習(xí)者的二語(yǔ)詞匯語(yǔ)義關(guān)系的習(xí)得進(jìn)行了定量分析。

書(shū)籍目錄

Chapter 1 Introduction
 1.1 Research orientation
 1.2 Objectives
 1.3 Definitio of key terms
 1.3.1 L2 vocabulary knowledge
 1.3.2 Lexical semantic relatio
 1.3.3 Canonicity of antonymous pai
 1.4 Organization of the book
Chapter 2 Literature Review
 2.1 Overview
 2.2 Studies on word knowledge types
 2.2.1 An influential agenda for research
into word knowledge types
 2.2.2 A revised and well-accepted
framework of word knowledge
 2.2.3 Advocates of "framework" position
and related studies
 2.3 Studies on "receptive" vs. "productive" word
knowledge
 2.3.1 Early discussio on receptive vs.
productive distinction
 2.3.2 Current discussio on receptive and
productive vocabulary
 2.4 Studies on word knowledge measurement of
vocabulary knowledge
 2.4.1 Early conceptio about the vocabulary
measurement and its test development
 2.4.2 Further development of vocabulary
knowledge measurement
 2.4.3 A large-scale quantitative test on
L2 English vocabulary in the 1980s
 2.4.4 Test itruments developed on the
basis of "continuum"
 2.4.5 A recent challenge to the
quantitative vocabulary measurement
 2.4.6 A new approach to vocabulary
measurement in a word knowledge framework
 2.5 Studies on L2 vocabulary development
 2.5.1 A macro theory of vocabulary
development and acquisition: A unified Competition Model
 2.5.2 Micro theories of L2 vocabulary
acquisition
 2.5.3 Empirical studies on L2 vocabulary
development
 2.6 Lexical semantic relatio: Theories
 2.6.1 Congruence relatio
 2.6.2 Hierarchical relatio
 2.6.3 Non-hierarchical relatio
 2.7 Lexical semantic relatio: Related empirical
research
 2.7.1 Research related to acquisition of
L2 synonymous relatio
 2.7.2 Research related to antonymy
 2.8 Summary
 2.8.1 Current research related to L2
vocabulary acquisition and L2 lexieal semantic relatio
 2.8.2 Strengths of the current research
related to L2 vocabulary acquisition and L2 lexical semantic
relatio
 2.8.3 Weaknesses of the current research
related to L2 vocabulary acquisition and L2 lexieal relatio
Chapter 3 A Developmental Model for Acquisition of L2 Lexical
Semantic Relatio in Advanced Chinese ESL Learne
 3.1 Prior coideratio
 3.2 The development of lexical semantics
 3.3 Development of L2 lexical semantic relatio among
advanced ESL learne in the classroom setting: A developmental
model
Chapter 4 Research Methodology
 4.1 Research questio
 4.2 Research design
 4.2.1 Nature of the design
 4.2.2 Research procedures
 4.2.3 Participants
 4.3 Variables for investigation and their operational
definitio
 4.4 Itrumentation
 4.4.1 Design of the sentence completion
task for synonym differentiation
 4.4.2 Design of the antonymous pair
canonicity judgment test
 4.4.3 Productive vs. receptive vocabulary
knowledge tests
 4.4.4 Word associates test
 4.5 A pilot study
 4.6 Data collection
 4.7 Data preparation and analysis
 4.7.1 Setting up norms
 4.7.2 Scoring scheme
 4.7.3 Statistics for quantitative
analysis
Chapter 5 Results of the Empirical Study
 5.1 Quantitative results
 5.1.1 The correlation of the scores on
synonym differentiation test with the overall L2 proficiency and
aspects of vocabulary development
 5.1.2 The difference between NSs' and
NNSs' performance on the synonym differentiation test
 5.1.3 The enhancing effect of semantic
processing on the acquisition of synonymy
 5.1.4 The difference between NSs' and
NNSs' results of judgments of the eanonicity of the antonymous
pai ...
 5.1.5 Possible facto influencing the
scores on antonym eanonicity judgment test
 5.1.6 The relation between NNSs'
discrepancy from NSs' antonym canonicity judgment scores and NNSs'
overall L2 proficiency and specific lexical proficiency
 5.2 An exteion of the present study
 5.3 Two case studies
 5.3.1 A case study of big, little, large
and small
 5.3.2 A ease study of correct, right,
incorrect, and wrong
 5.4 Summary
Chapter 6 Discussion
 6.1 Acquisition of synonymy by Chinese advanced ESL
learne--status quo and beyond
 6.2 Acquisition of antonymy by Chinese advanced ESL
learne--discrepancy and its probable causes
 6.3 Approach to help acquisition of synonymy and
antonymy-- frequency effect, enhanced input and increased
engagement
 6.4 Canonical antonymous pai: Dichotomy vs.
continuum
 6.5 Theorizing acquisition of L2 lexical semantic
relatio in the classroom itruction setting
Chapter 7 Conclusion
 7.1 Major findings
 7.1.1 The nature of acquisition of L2
lexical semantic relatio in the classroom setting
 7.1.2 Effects of itruction on the
acquisition of L2 lexical semantic relatio
 7.2 Implicatio
 7.3 Recommendatio for further research
 7.3.1 Choice of test items in both
synonymous pai and antonymous pai
 7.3.2 Research itrument
 7.3.3 Research design
Appendices
 Appendix I Deese's last of 40 Antonymous Pai
 Appendix II Initial Stimulus last Used for the Rating
Task(Sabourin, 1998)
 Appendix III Frequency and Mutual Information Value of
Antonymous Pai(Information Retrieved from COCA on November 11,
2009)
 Appendix IV The Antonym Canonicity Judgment Test
 Appendix V Sentence Completion Test (Synonym
Differentiation Test)
 Appendix VI ANOVA of NNS09 vs. NNS07 vs. NS:
Significant and Marginally Significant Antonymous Pai
 Appendix VII The Results of a One-Way ANOVA between
NNS07 and NS
 Appendix VIII The Results of a Multiple Regression
Analysis on NNS and NS Antonym Results
 Appendix IX A Rank of Antonym Canonicity by NS
Scores
 Appendix X The Independent Samples t-test between the
Scores of Subgroups of Synonym Differentiation Test by Native
Speake and Nonnative Speaker Pilot Group
 Appendix XI The Independent Samples t-test between
Perceived Difficulty of Subgroups of Synonym Differentiation Test
by Native Speake and Nonnative Speaker Pilot Group
Bibliography
Acknowledgements

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