二语词汇习得中词汇知识表征作用的研究

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浙江财经学院硕士学位论文

摘要

词汇是语言的建筑材料，因而词汇是外语学习过程中的一个关键要素。对语

言学习者来说，词汇的积累无疑是一个必经环节。因此，无论是词汇学习还是词

汇教学都不容忽视。然而，对绝大多数英语学习者来说，充分的词汇学习是英语

学习过程中最大的难点。而目前第二语言词汇习得的理论基础还比较薄弱，并且

词汇教与学的现状也不容乐观，这一点笔者在两所高中所进行的调查可以证明。

因此，对寻找合理、有效的词汇习得的方法就显得非常必要。

首先本文以词汇概念和认知模型理论，长时记忆以及层次加工理论为依据来

阐述词汇知识表征网络构建的必要性；其次基于前人的研究成果，本文将对词汇

知识模型进行重塑；最后本文将按相关原则为中国高中阶段的英语教学建构词汇

知识库范例，设计相关词汇知识网络教学案例。合理的词汇知识表征和特定层次

的二语词汇习得者相关，学习者的层次不同，则词汇知识的内容必然不同。因此，

本论文的研究对象限于中国的高中英语学习者，本论文中的词汇知识体系的建构

也以国内高中英语教学大纲为基准。

鉴于笔者的研究，该论文得出以下结论：

（1）词汇知识库范例的构建，词汇知识网络的设计有助于激活词汇习得者的

相关知识，促进习得者对词汇的系统化记忆。

（2）词汇知识表征网络一方面能够有效提高词汇教学效率，另一方面由于不

再重视枯燥的机械记忆，因此有助于提高学生的学习兴趣。

（3）词汇知识表征网络能够促进学生对阅读篇章的理解，也有助于学生的写

作。

关键词：词汇；词汇知识；高中；词汇知识表征网络

浙江财经学院硕士学位论文

Contents

Introduction .................................................................................................................... 1

Chapter 1 Literature Review......................................................................................... 5

1.1 Introduction ......................................................................................................... 5

1.2 Previous Studies on Vocabulary Acquisition....................................................... 5

1.3 Comments on Previous Studies ......................................................................... 12

Chapter 2 Relevant Theoretical Bases........................................................................ 14

2.1 Introduction ....................................................................................................... 14

2.2 LCCM Theory (Evans, 2009)............................................................................ 14

2.3Cognitive-psychological Foundations for the Construction of Lexical

Knowledge Representation Networks ............................................................. 17

2.4 Summary............................................................................................................ 20

Chapter3 Remodeling Lexical Knowledge................................................................. 22

3.1 Introduction ....................................................................................................... 22

3.2 Ten Types of Remodeled Lexical Knowledge................................................... 22

3.3 Summary............................................................................................................ 27

Chapter 4 Practical Application of Lexical Knowledge Representation into Senior

High School English Vocabulary Learning and Teaching ........................................ 29

4.1 Introduction ....................................................................................................... 29

4.2 Vocabulary Standards in Standards for China’s General Senior High School

English Curriculum (experimental)................................................................. 29

4.3 Current Situation of Vocabulary Learning and Teaching in China’s Senior High

Schools ............................................................................................................ 30

4.4 Construction of Lexical Knowledge Representation Networks in Vocabulary

Learning and Teaching .................................................................................... 40

4.5 Survey and Analysis .......................................................................................... 52

浙江财经学院硕士学位论文

VII

4.6 Summary............................................................................................................ 53

Conclusion..................................................................................................................... 55

Bibliography.................................................................................................................. 59

Appendix ....................................................................................................................... 63

Acknowledgements.........................................................................................................68

浙江财经学院硕士学位论文

Introduction

1. Significance of the Research

Vocabulary is the very foundation of a language as the cell is the building

material for our human body. Therefore, in order to acquire a language, or in other

words, be able to communicate in another language, the acquisition (in this thesis,

“acquisition” means the result of learning or the resultant state attained to through

learning. The two words “acquisition” and “learning” will on certain occasions be

used interchangeably) of its vocabulary is indispensable. Wilkins (1972) in his

Linguistics in Language Teaching thinks highly of the importance of vocabulary:

“without grammar, very little can be conveyed; without vocabulary, nothing can be

conveyed”. It is clear that vocabulary is the core of a language. Naturally, vocabulary

teaching and learning is also important and it has received great interest in the

academic world since the 1980s. However, there is a long way to be covered. The

sufficient learning of vocabulary is believed to be the most difficult aspect of learning

English for a great majority of English learners, just as Wang (汪榕培，2000) states

that “for students, in the process of foreign language learning, the greatest difficulty

lies in how to learn and master vocabulary”(汪榕培，2000:25). What’s more, it is true

that many English learners have spent a lot of time in memorizing words, but

unexpectedly, the result is not so satisfactory. Therefore, the problem of how to learn

and master vocabulary efficiently is of great importance.

Ma & Wen (马广惠&文秋芳，1999 ) find that vocabulary learning will give rise

to a greater sense of achievement in English learning. And for a learner, the larger his

vocabulary is, the more intelligent he is in reading and listening. According to

vocabulary standards for Level 8 (the basic requirements for senior high school

graduation), which are specified in Standards for China’s General Senior High School

English Curriculum (experimental) (China’s Ministry of Education, 2003), senior

high school students are required to master 3500 words and 400-500 collocations

浙江财经学院硕士学位论文

before taking the College Entrance Exam. Despite the greater emphasis on vocabulary

acquisition, teachers would like to stress grammar learning. However, no matter how

perfect a learner’s pronunciation is and how accurate his grammar is, he can not

express himself or communicate with others felicitously without sufficient vocabulary.

As a result, the neglect of vocabulary teaching will do harm to students’ reading,

listening and even writing.

Obviously, the present situation of senior high school students’ vocabulary

teaching and learning is not so promising. In the teaching or learning process, both

teachers and learners only care about expanding their vocabulary by means of

mechanical memorization without paying much attention to dynamic or networked

development. However, mechanical memorization will not help students reach the

Level 8. Therefore, the study on efficient ways of vocabulary teaching and learning is

of great importance. As a matter of fact, a sound lexical knowledge representation is

the guarantee for choosing appropriate vocabulary learning strategies and teaching

approaches. In other words, the key to vocabulary acquisition should be the proper

articulation of lexical knowledge.

Taking this reality into consideration, the current research attempts to remodel

lexical knowledge first, and then to construct examples of lexical knowledge

representation networks or to design teaching plans to enhance vocabulary acquisition

in senior high school English classroom based on the study of lexical knowledge and

with the guidance of relevant principles.

Theoretically speaking, the present study has explored the value of Lexical

Concepts and Cognitive Models (hereinafter referred to as LCCM) Theory (Evans,

2009), Long-term Memory and Levels of Processing Theory in the field of vocabulary

acquisition, so it will definitely promote these three theories’ development. Practically

speaking, the contributions of the present study are as follows: 1) this thesis proposes

some new methods for vocabulary teaching and learning; 2) the application of these

methods will not only help students memorize and enlarge their vocabulary from both

quantities and qualities in the process of connecting new data of knowledge with the

previously learned, but help them better understand reading passages if they are able

to conceive such kind of networks; 3) the designed teaching plans will provide

teachers with reference when conducting vocabulary teaching, and do a great help in

浙江财经学院硕士学位论文

improving vocabulary teaching efficiency. All in all, the study of lexical knowledge

representation provides a new perspective, that is, the lexical knowledge

representation network for vocabulary acquisition.

2. Research Methodology

The language data used in this thesis are from Student’s Book 2, New Senior

English for China. Questionnaires are designed for students and teachers in order to

gather the quantitative data to reflect the current situation of English vocabulary

teaching and learning in senior high schools in China. The current situation

constitutes the background for the conduct of this research, which is a descriptive and

analytic study intended to explore feasible and effective ways to give English teachers

and learners, especially teachers and learners in senior high school, some help.

3. Organization of the Thesis

Besides Introduction and Conclusion, the thesis consists of the following four

parts.

Chapter 1 is a review of the literature on vocabulary acquisition which contains

the studies on lexical knowledge, vocabulary learning strategies and vocabulary

teaching both at home and abroad. And then the author gives some comments on the

previous studies.

Chapter 2 is about relevant theoretical bases. In this chapter, LCCM Theory

(Evans, 2009) will be expounded elaborately as the theoretical reference not only for

remodeling lexical knowledge in some ways, but also for illustrating the necessity of

constructing lexical knowledge representation networks. And another two

psychological theories—Long-term Memory and Levels of Processing Theory are

also referred to as support for the construction of lexical knowledge representation

network which is psychologically real.

Chapter 3 first points out that vocabulary plays an increasingly important role in

language learning. The main focus of this chapter is to elaborate on remodeling

lexical knowledge, which is inspired by the achievements from Richard (1976)’s

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摘要：

浙江财经学院硕士学位论文V摘要词汇是语言的建筑材料，因而词汇是外语学习过程中的一个关键要素。对语言学习者来说，词汇的积累无疑是一个必经环节。因此，无论是词汇学习还是词汇教学都不容忽视。然而，对绝大多数英语学习者来说，充分的词汇学习是英语学习过程中最大的难点。而目前第二语言词汇习得的理论基础还比较薄弱，并且词汇教与学的现状也不容乐观，这一点笔者在两所高中所进行的调查可以证明。因此，对寻找合理、有效的词汇习得的方法就显得非常必要。首先本文以词汇概念和认知模型理论，长时记忆以及层次加工理论为依据来阐述词汇知识表征网络构建的必要性；其次基于前人的研究成果，本文将对词汇知识模型进行重塑；最后本文将按相关...

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