语境策略在词汇学习中的有效性学位论文.docx
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语境策略在词汇学习中的有效性学位论文.docx
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语境策略在词汇学习中的有效性学位论文
Abstract
Vocabularylearningstrategyisveryimportantinsecondlanguagelearning.Therefore,oneoftasksonEnglishclassisvocabularylearningstrategytraining.Contextandwordmeaningareindivisible,contexthasgreateffectonwordmeaningandtheunderstandingofwordmeaningdependsgreatlyoncontextualclues.Therefore,inordertoimprovestudents’vocabularyabilityandlanguageability,teachersaresuggestedtoteachvocabulariesbycontextualcluesanddevelopstudents’goodhabitoflearningvocabulariesinlinguisticcontexts.
KeyWords:
vocabularylearning;contextualization;decontextualization;strategies
中文摘要
单词学习方法是第二语言习得的重要部分。
因此,在英语课堂中一项重要的任务就是词汇学习方法的训练。
语言语境和词汇意义是紧密联系的,语言语境影响着词汇意义,词汇意义的确定很大程度上要依赖于语言语境。
因此,在教学中运用语言语境来教授词汇,并培养学生在语言语境中学习词汇的习惯,有助于提高学生的词汇能力和语言能力。
关键词:
词汇学习;语境;无语境;方法
ChapterOneIntroduction
1.1Introduction
Vocabulary,thebuildingmaterialofanylanguageisofutmostimportancetopeople’scommunicationandlanguagelearning.Wilkins(1972,pp.111),thefamouslinguistsstatetheimportanceofvocabularyasfollows:
vocabularylearningalwaysseemedthekeytoanylanguage.Withoutgrammarwecanconveyalittle,butwithoutvocabularywecanconveynothing.Vocabularyconveysthemostinformationintheprocessofcommunication.Asaresult,wordsareviewedasessentialbuildingblocksuponwhichknowledgeoflanguagecanbebuilt.Similarly,PaulCaviesandEricPearse(2002,pp.26)claimedthatnativespeakerscanbetterunderstandungrammaticalutteranceswithaccuratevocabularythanthosewithaccurategrammarandinaccuratevocabulary.Therefore,nomatterhowwellthestudentlearnsgrammar,nomatterhowsuccessfullythesoundsofL2aremastered,withoutwordstoexpressawiderrangeofmeanings,communicationsinL2justcannothappeninanymeaningfulway.
Infactthattheamountofvocabularyoneacquiredrepresentsone’sEnglishlevel.However,someEnglishteachershavefoundthattheirstudentsislosingtheirhearttolearnvocabulary,alwayscomplainthattherearelotsofunknownvocabularyinthereadingcomprehensionwhichmakethemhardtochoosethecorrectanswerinthetext.TheteachersfromAnJiaschoolsinChangzhouCityfoundthatthestudentsoftencomplaintheycan’tremembersomanywordsandtheydon’tknowhowtoputwordstheyhavelearnedintopracticaluseeveriftheyrememberthem.Manystudentsaregoodatvocabularyretentionandhaverememberedalargenumberofwords,buttheystillhaveproblemswhentheyactuallytrytousethewordsinasentence.TheycannotusethewordscorrectlyandmakelotsofmistakesinoralorwrittencommunicationandsomeofthemcannotevenwritecorrectEnglishsentences.Furthermore,whenitcomestothereadingpractice,theymayfinditextremelydifficulttointerprettheassociativemeaningofwords,thusfailingtounderstandorappreciatethetextstheyarereading.Therefore,theteachersinquiredinto160studentsandfoundthattheunscientificlearningmethodofvocabularyisthemostimportantcausetothefailureofrememberingvocabulary.
Fromtheinvestigation,9%ofthestudentsarefamiliarwiththerulesofspellingandreadingwhichwillhelpthemrememberthevocabularieswhileonly5%usethemethodofgainingthevocabularyfromthecontext.Themostofthemin84%arelearnthenewwordsfromthevocabularyformonebyone.Inconclusionbutjust5%ofthemcanobtainvocabularyfamiliarlyandusethemcorrectly.
What’sapitytofacetheresultoftheinvestigation.Meanwhile,theteacherfromthisschoolbegantofindoutthedisadvantageoftheteachingmethodofvocabularyinthedailyclassandtriedtoanalyzethereasonofthat.
Thelearningprocessofthestudentsistopreviewthenewwordsonvocabularylistbyreadingafterthetapeandtrytorememberthespellingofthevocabulary,andthentheteacheranalyzestheimportantpointofthetextandexplainsindetailabouttheusageofthewordswithsomeillustrationsandexamplesintheclass,thestudentsmemorizethewordsmechanicallybyreadingandwritingthewordsrepetitively.Thisprocessisusuallyaccompaniedbyliteraltranslationofthewords.
TheseproceduresshowthatteachersonlytaughtstudentsEnglishwordsandtheirChineseequivalentsintextsorreadingmaterials,andstudentswereonlyrequiredtorigidlymemorizewhattheirteacherstoldtothem.Greateffortshavebeenputinvocabularylearningandteaching,buttheresultsarenotsatisfactoryforthetimeandenergy.Thetwomainproblemsofstudentsconfrontedarehowtolearnmorevocabulary,howtomemorizesomanyEnglishwordsandhowtousethemcorrectly.
Oneofthereasonsthatcausethisproblemisthatteachersteachwordsoutofcontext,simplylearningthedefinitionsofawordwithoutexamplesofwhereandwhenthewordoccurswillnothelplearnerstofullyunderstanditsmeaning.Learninginallisolatedlistofwordswithoutreferencetothecontextismerelyamemorizationexercisemakesitdifficultforstudentstorememberthewordsorusetheminspokenandwrittenlanguage.Thatistosay,studentsshouldlearnwordsinacertaincontext.AsWangYing(2008,pp.57),afamouslinguist,saidthat“Onlyinacertaincontextcanwordsbegivenlifeandeasytorememberandusedappropriately.”Thenstudentscanwellunderstandthemeaningsofthewordsandturntheirreceptivevocabularyitemsintoproductiveones.Thestudentsshouldnotonlyknowthewordsbutalsoknowhowtousetheminpropercontext.ThatiswhythepresentthesisdevotestothestudyofcontextualvocabularyteachinginEnglish.
1.2AimandObjectives
Thisresearchaimstofindtheeffectivewaytolearnthenewvocabulary,torememberthemandusethemcorrectlyinspokenandwrittenlanguage.Ingeneral,theresearchhasthefollowingobjectives:
(1)tofindoutthemosteffectivewaytolearnthenewvocabularythroughthecomparisonwiththedifferencebetweendecontextualizedLearningandcontextualizedLearningandtheexperimentmadebyXiaohongDuan,fromCapitalNormalUniversity
(2)tofindouthowtousethecontextualizedLearningmethodtoimprovetheabilityoflearningvocabulary.
1.3OrganizationoftheDissertation
Thewholedissertationisdividedintofivechapters.Chapterone,isanintroductionoftherecentsituationinvocabularylearningandthereasonsofthat.Chaptertwo,isacomparisonbetweenthedecontextualizedandthecontextualizedlearningmethodwhichexaminethebestwaytothevocabularylearning.Chapterthree,istostudytheresearchofXiaohongDuan,throughwhichcanstudytheeffectivenessofthecontextualizedlearning.Chapterfour,istointroducethetypesofcontextclueswhichcanhelpusethecontextstrategiesinvocabularylearning.Chapterfive,istomakeaconclusionofthewholeresearch.
ChapterTwoDecontextualizedandContextualizedLearning
2.1DecontextualizedLearning
Decontextualizationmeansthatthenewvocabulariesareshowedoutinthesingleformandthetranslationoranalysesinthefirstlanguageaboutthenewwordareincluded.Theyarealwayspresenttogetherinotherwords,givinganequivalentwordorexpressioninthelearners’nativelanguage.(YuHui,2007,pp.56)
“Wordcards”areanexampleofthat.“Wordcards”arepiecesofpaperwiththeEnglishononesideandatranslationorpictureontheother.Firstly,thelearnerbreaksthewholepackofwordcardsintomanageablegroupsofabout8-12wordsperset(wordsstartingwiththesameletter,orthataresimilarinmeaningorsoundtootherwordsinthegroup,shouldbeavoidedasthiscaninterferewithlearning).Secondly,thelearnersnumbereachset.Thenthelearnerlearnswordsthatareknownareputinonepile;thewordsthatarenotrecalledareputontheother.Whenhe/shehasgonethroughthefullfirstsetofwordsonetime,thelearnerpicksupthewordsthatwerenotrecalledandtriesagain,Asbefore,thewordsthatarerecalledgoonthe“recalled”pileandthosethatarenogobacktothe“unrecalledpile”.Thelearnerworkslikethisuntilthewholeofset1isknown.Then,set1isputtoonesideandthesameprocedureisdonewithset2.Set2isthenputtooneside.(王佳佳,2004,pp.85)
Anotherexampleisthatlearnthewordsfromthedictionaryorvocabularylistonebyone.He/shereadsthenewwordsthebasicmeaningofitandthenrecitessomeoftheusefulexamplesentenceofit.
Butthereareseveralpotentialdisadvantagestothistechnique.Forexample,itmayencouragelearnerstothinkintheirownlanguage,alwaystranslatingtoandfromEnglish.Also,itmayencouragelearnerstofeeltheyhavelearntawordorexpressionpermanentlyoncetheyhavebeengiventhetranslation.Anditmaygivewrongideasaboutawordorexpression.
2.2ContextualizedLearning
Thenotionofcontextinlinguisticsisstillacontroversialproblem.Sofarscholarshavenotreachedaunanimousideaandthereisnotadefinition,whichiswidelyaccepted.AccordingtotheOxfordEnglishDictionarytheterm“context”usuallyhastwoprimarymeanings:
(1)thewordaroundaword,phrase,statement,andthesentencesortheotherpartsofthecontextthathavecloserelationshipwiththem.,whichoftenusedtohelpexplainitsmeanings.
(2)thegeneralconditionsinwhichanevent,action,etc.takesplace.Generallyspeaking,thefirstmeaningisusedinthenarrowsense,thisiswhatisknownaslinguisticcontextorlinguisticsetting.Whereasthesecondmeaningisusedinbroadsense,thisisclosertoadesirableaccountofcontext.
2.3TheLiteratureReviewOfTheContext
Anumberofstudieshavebeenconductedonvocabularyacquisition.(马慧,2008,pp.158)suggestthat“context”forvocabularylearningcanbeviewedasbothcontextwithinatextandthereader’sbackgroundknowledgeofth
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