中國英語專業(yè)學(xué)生詞匯能力發(fā)展研究

內(nèi)容概要

　　《中國英語專業(yè)學(xué)生詞匯能力發(fā)展研究》首先構(gòu)建了第二語言詞匯能力的多維模型，該模型包含四個可測維度：詞匯量、詞匯深度知識、詞匯組織模式與詞匯語義自主。然后采用了多種信度、效度較高的測試手段，從多個角度對詞匯能力的各個維度的發(fā)展進(jìn)行了深入細(xì)致的考察。研究發(fā)現(xiàn)，英語專業(yè)學(xué)生詞匯能力各個維度的發(fā)展具有各自獨(dú)特的規(guī)律，而且在發(fā)展過程中具有相關(guān)性。這一結(jié)論對二語詞匯習(xí)得的理論建構(gòu)與實(shí)證研究具有啟示意義。

書籍目錄

AcknowledgementsAbstract前言List of FiguresList of TablesList of AbbreviationsTable of ContentsChapter 1 Introduction1.1 Research orientation1.2 Rationale1.3 Outline of the dissertationChapter 2 Literature Review2.1 Introduction2.2 A historical retrospect of L2 vocabulary teaching and research2.3 Conceptualization of lexical competence2.3.1 Word-centered definitions of lexical competence2.3.1.1 Narrow definitions of lexical competence2.3.1.2 Dimensional definitions of lexical competence2.3.1.3 Continuum-based definitions of lexical competence2.3.1.4 Representation-oriented definitions of lexical competence2.3.2 Lexicon-centered definitions of lexieal competence2.3.2.1 Meara's framework2.3.2.2 Chapelle's framework2.3.2.3 Henriksen's framework2.3.2.4 Qian's framework2.3.2.5 Zhang and Wu's framework2.3.2.6 Jiang's framework2.3.3 Summary2.4 Theoretical and empirical explorations into lexical development2.4.1 Development of vocabulary size2.4.1.1 Terminological issues related to vocabulary size2.4.1.2 Measurement of receptive and productive vocabulary2.4.1.3 Empirical studies on L1 and L2 vocabulary size2.4.1.4 Summary and unsolved problems2.4.2 Development of depth of vocabulary knowledge2.4.2.1 Measurement of depth of vocabulary knowledge2.4.2.2 Empirical studies of depth of vocabulary knowledge2.4.2.3 Summary and unsolved problems2.4.3 Development of lexieal organization2.4.3.1 Organization of mental lexicon2.4.3.2 Word association studies2.4.3.3 Summary and unsolved problems2.4.4 Development of lexical semantic autonomy2.4.4.1 The form-meaning mapping in L2 vocabulary acquisition2.4.4.2 Measurement of lexical semantic autonomy2.5 ConclusionChapter 3 Conceptual Framework and Research Design3.1 Introduction3.2 A tentative fr.amework of L2 lexical competence3.3 Working definitions and measures for variables3.4 Nature of the research design3.5 ConclusionChapter 4 Developments of Vocabulary Size and Depth of Vocabulary Knowledge4.1 Introduction4.2 Research questions4.3 Research method4.3.1 Subjects4.3.2 Instruments4.3.2.1 Questionnaire4.3.2.2 Test of receptive vocabulary size4.3.2.3 Writing task eliciting productive vocabulary4.3.2.4 Test of depth of vocabulary knowledge4.3.3 Data collection procedures4.3.3.1 Pilot study4.3.3.2 Two phases of data collection4.3.4 Data Preparation4.3.4.1 Selecting subjects4.3.4.2 Marking the VLT4.3.4.3 Marking the DVKT4.3.4.4 Preparing indicators of productive vocabulary size4.3.5 Data analysis4.4 Results4.4.1 Development of receptive vocabulary size4.4.2 Development of productive vocabulary size4.4.2.1 Lexical frequency profile4.4.2.2 Lexical diversity4.4.3 Development of depth of vocabulary knowledge4.4.4 Relationships among RVS， PVS and DVK4.5 Discussion4.5.1 Receptive vocabulary size4.5.2 Productive vocabulary size4.5.3 Depth of vocabulary knowledge4.5.4 Relationships among RVS， PVS and DVK4.6 ConclusionChapter 5 Development of Lexical Organization5.1 Introduction5.2 Research hypotheses and research questions5.3 Research method5.3.1 Subjects5.3.2 Elicitation instrument5.3.3 Data collection procedures5.3.4 Data classification5.3.4.1 Existing classification systems5.3.4.2 Classification model in this study5.3.4.3 Scoring procedures5.3.5 Data analysis5.4 Results5.4.1 Overall development of lexical organization5.4.2 Developments in the five categories of associations5.4.2.1 No-response cases5.4.2.2 Clang-other associations5.4.2.3 Paradigmatic associations5.4.2.4 Syntagmatic associations5.4.2.5 Encyclopedic associations5.4.3 Effect of word frequency on response types5.4.4 Coincident responses between the subjects and the native speakers5.4.5 Relationships among RVS， PVS， DVK， and LO5.5 Discussion5.5.1 Overall development of lexicon organization5.5.2 Developmental features of the five categories of responses5.5.3 Word frequency and response types5.5.4 Coincident responses between L2 learners and native speakers5.5.5 Relationships among RVS， PVS， DVK and LO5.6 ConclusionChapter 6 Development of Lexical Semantic Autonomy6.1 Introduction6.2 Research question6.3 Research method6.3.1 Subjects6.3.2 Semantic-relatedness test6.3.3 Data collection procedure6.4 Results6.5 Discussion6.5.1 L1 mediation in L2 word processing6.5.2 Differences between L1 and L2 vocabulary acquisition6.5.3 Instructional techniques to overcome semantic fossilization6.6 ConclusionChapter 7 Findings， Implications and Recommendations7.1 Introduction7.2 Major findings7.3 Implications7.3.1 Theoretical implications7.3.2 Methodological implications7.3.3 Pedagogical implications7.3.3.1 Raising consciousness of lexical competence7.3.3.2 Accommodating learners' needs with a balanced lexical course7.3.3.3 Building up a web-like network of L2 mental lexicon7.3.3.4 Overcoming semantic fossilization in L2 vocabulary acquisition7.4 Limitations of the present research7.4.1 Limitation bf conceptualization of lexical competence7.4.2 Limitation of population generalizability7.4.3 Limitation of methodology7.5 Directions for future research7.5.1 Macrolevel studies7.5.2 Microlevel studies7.5.3 Suggestions for research methodologies7.6 ConclusionReferencesAppendices

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