语言学英文版论文 12页

.2011-2012第二学年第二学期《英语语言学》学期论文SecondLanguageVocabularyAcquisitionStrategies二语词汇习得策略[摘要]词汇是构成语言的基本单位，词汇习得在语言学习中占有重要地位。英国著名语言学家D.A.Wilkins(1972)说过：“没有语法，人们不能表达很多东西；而没有词汇，人们则无法表达任何东西。”这就说明了词汇在学习中的重要性。本文旨在分析二语词汇习得策略并应用于不同水平的学习者。学习者根据自己的水平选择正确的习得方法和策略学习词汇，从而提高学习效率和习得效果。关键字：二语词汇习得词汇习得策略元认知策略认知策略AbstractVocabularyisthebasicunitofalanguage.Languageacquisitionplaysanimportantroleinlanguagelearning.FamouslinguisticsD.A.Wilkinssaid,“Withoutgrammar,verylittlecanbeconveyed,withoutvocabulary,nothingcanbeconveyed(Lewis,1993:16).”Itspeaksvolumesfortheimportanceofvocabularyinlanguagelearning.Thispaperaimstoanalysisthesecondlanguageacquisitionstrategiesandappliestodifferentlevelsoflearners.Accordingtothedifferentlevels,thelearnersshouldchoosethepropermethodsandstrategiestopromotelearningefficiencyandacquisitioneffect.Keywords:SecondLanguageVocabularyAcquisition；VocabularyAcquisitionStrategies；Metacognitivestrategy；CognitivestrategyIntroductionWitheconomicglobalizationandmulti-polarizationoftheworld,especiallythepopulationoftheinternet,Englishbecomesmoreandmoreimportant,becauseitisconsideredasthetoolforabsorbingandcommunicatinginformation.Asweallknown,vocabularyacquisitionisoneofthemostnoticed-questionofthesecondlanguage..\n.learners.“Vocabulary”appearsintheareaoflinguists’study.Nowadays,researchersstillcannotgiveacompleteandreasonabledefinitionofvocabulary.Since1970s,thesecondlanguagevocabularyacquisitionresearchhasgraduallybecomethehotpointandimportantsubjectinthesecondlanguagevocabularyacquisitionresearcharea.Theseresearchesaimtodiscusstheefficiencyvocabularymemorystrategiestopromotethememoryskillsandvocabularylevels.Thenhowtoacquirevocabularybecomepopularamongtheresearchers.Wenden&Rubin(1987),O’Malley&Chamot(1990)refertothecontentofvocabularyacquisitionstrategies;Rubin(1987)andOxford(1990)classifythememorystrategytothedirectcognitivestrategies.Especially,CohenAphek(1981),Porte(1988),O’Malley(1990),Vann(90),Cohen(1990),etcmadeabasicsearchingofvocabularyacquisition.Inaword,therearevariousopinionsinhowtoacquirevocabulary.Firstly,ittalksabouttheimportanceofvocabulary.Secondly,whatdoesitmeanto“acquire”aword?Thispapermainlyaimstothedetailanalysisofthevocabularyacquisitionfromthreeaspects：Meta-cognitiveStrategy;CognitiveStrategyandSocialorAffectiveStrategy.Especially,ithighlightstheeffectofthecontextandrendingtovocabularyacquisition.Thispapertalksabouttheapplicationsofthevocabularyacquisitionstrategies.Anditputsforwardsomeproblemsanddifficultiesofvocabularyacquisition.Thispaperalsodiscussestheinfluencingfactorstotheacquisition.Itincludesthemothertongue,age,languagecontact,logicalthinkingability,identitydegree,andacademicmotivationThepurposeofthispaperistorisetheawarenessofEnglishlearnersthattheimportanceofvocabularyinlanguagelearningandthevocabularyacquisitionstrategiescannotbeneglected,andeachstrategiesisdeeplyrootedinitslanguage.Throughtheanalysisofthetheoryofstudy,thepapertriestodrawthelearner’sattentiontothestrategiesofthesecondlanguagevocabularyacquisitionandusingthevocabularyincommunication.Inordertoimprovetheacquisitionefficiency,somestrategiesputintopracticeareintroduced.Thefirstpresentstheimportanceofvocabulary,somebasicconceptsofvocabularyandvocabularylearning,thesecondparttellswhatdoesitmeantoknowaword,thethirdpartdealswiththetheoryofvocabularyacquisitionandpresentsthefactorsand..\n.differencesinfluencingthevocabularyacquisition.Thefourthpartisdetaileddiscussionofvocabularyacquisitionstrategiesindifferentlevelsoflearners.Thelastpartisconclusion.Literaturereview1.TheimportanceofvocabularyAsthefirsttime,whenwegotoschoolandourEnglishteacherwilltellusthatvocabularyisofgreatimportanceinlearningEnglish.Afterseveralyears,weunderstandwordsgradually,especiallywhenwestudyinhighschool.Ifweknowalittleaboutvocabulary,wemayhavepoorEnglish.Thatisbecausethelistening,speaking,readingandwritingshowthenecessaryoflearningvocabulary.Manyresearchersagreethatlexisisatleastasimportantasstructure,becauseitisusingwrongwordsandnotwronggrammarthatusuallybreaksdowncommunication.Mistakesinlexismuchmoreoftenleadtomisunderstandingandmaybelessgenerouslytoleratedoutsideclassroomthanmistakesinsyntax.(Carter,1987).AsStephenKrashenremarked,“Whenstudentstravel,theydon’tcarrygrammarbooks,theycarrydictionaries.AsignificantroleofvocabularyinbothteachingandlearningprocesseswasfirststatedbyStephenKrasheninTheNaturalApproach(1985):“Vocabularyisbasicforcommunication.Ifacquirersdonotrecognizethemeaningofthekeywordsusedbythosewhoaddressthemtheywillbeunabletoparticipateintheconversation.”Wordsarebasictoolsinhumancommunication;thereforetheydeterminethemainpartofpeople’slife-relationshipsbetweenpeopleandassociationswiththesurroundingworldthatpeoplelivein.Thelargerone’svocabulary,theeasieritistoexpressone’sthoughtsandfeelings.Inrealcommunication,correctlyandidiomaticallyusedvocabularycanevendecreasesomestructuralinaccuracyandgrammarerrors.(ZhangJiying,2002).Solearnersshouldenrichandexpandtheirknowledgeofwordsasmuchaspossibleinordertocommunicateeffectivelyinaforeignlanguage...\n.2.Whatdoesitmeanto“know”aword?Knowingawordisnotasimplephenomenon.Infact,itisquitecomplexandgoesfarbeyondtheword’smeaningandpronunciation.(ZhangJiying,2002).Richards(1976)thinkknowingawordmeansalsoknowingthefrequencyofwordsandtheirlikelycollocates;beingawareofthefunctionalandsituationlimitationsthatapply;knowledgeofthe“syntacticbehavior”;derivationalformsandwordclass;associativeandconnotativeknowledge;semanticvalue-breakingdownwordsintominimalunitsaswithcomponentialanalysis(seeKatz&Fodor1963orLeech1974);knowingtheother(possible)meaningassociated.NagyandScott(2000)identifyseveraldimensionsthatdescribethecomplexityofwhatitmeanstoknowaword.First,wordknowledgeisincremental,whichmeansthatreadersneedtohavemanyexposurestoawordindifferentcontextsbeforethey“know”it.Second,wordknowledgeismultidimensional.Thisisbecausemanywordshavemultiplemeaningsandservedifferentfunctionsindifferentfunctionindifferentsentences,texts,andevenconversations.Third,wordknowledgeisinterrelatedinthatknowledgeofonewordconnectsknowledgeofotherwords.Whatallofthismeansisthat“knowing”awordisamatterofdegreeratherthananall-or-nothingproposition(Beck&Mckeown,1991;Nagy&Scott,2000).Thedegreeofknowingawordarereflectedintheprecisionwithwhichweuseaword,howquicklyweunderstandaword,andhowwellweunderstandandusewordsindifferentmodesanddifferentpurpose.Knowingawordalsoimpliesknowinghowthatwordrelatestootherknowledge.Finally,knowingawordmeansbeingabletoappreciateitsconnotationsandsubtleties.Whenweknowawordatthislevel,wecanuseandrecognizeitinidioms,jokes,slang,andpuns(Johnson,&Schlicting,2004).3.SecondLanguageVocabularyAcquisitionStrategiesVocabularyacquisitionisthepartofEnglishlearning.Since1960s,moreandmoreattentionsandresearcheshadbeentowardtovocabularyacquisitionstrategies.Whenitcomesto1980sor1990s,thevocabularyacquisitionstrategiesgainfruitfulresults.CohenAphek(1981),Porte(1988),O’Malley(1990),Vann(1990),Cohen..\n.(1990)madeabasicdiscussioninvocabularyacquisitionstrategies.O’Malley&Chamot(1990)classifylanguagelearningstrategyintothreemethods:Metacognitivestrategy,Cognitivestrategy,andSocialorAffectivestrategy.Metacognitivestrategyreferstostrategiesofadvancepreparation,directedattention,selectiveattention,self-management,selfmonitoringandself-evaluation.Andtheresultsindicatethatthemetacognitivestrategyteachingissignificantindevelopinglearnerautonomy,whichshowsprominentpros-pectinforeignlanguageteaching.Acognitivestrategyservestosupportthelearnerasheorshedevelopsinternalproceduresthatenablehim/hertoperformtasksthatarecomplex(Rosenshine,1997).Theuseofcognitivestrategiescanincreasetheefficiencywithwhichthelearnerapproachesalearningtask.Theseacademictaskscaninclude,butarenotlimitedto,rememberingandapplyinginformationfromcoursecontent,constructingsentencesandparagraphs,editingwrittenwork,paraphrasing,andclassifyinginformationtobelearned.Thememorystrategy,cognitivestrategy,socialstrategyandmetacognitvestrategyareusedmorefrequentlythantheaffectivestrategyandcompensativestrategy.Oxford(1990)putforwardamorecomprehensiveclassificationsystemofstrategy,whichincludessixcategories:memorystrategy,cognitivestrategy,compensatorystrategy,metacognitivestrategy,affectivestrategy,andsocialstrategy.Nation(1990)putforwardsemanticmanufacturingstrategyof“whatisit”.Fromdifferentaspect,researchershavedifferentclassificationofstrategies.Stoffer(1995)madeafactoranalysisof53vocabularyacquisitionstrategiesandextract9factors:thestrategyofpracticeandapplywordsinauthenticsituation;thestrategyofcreativelearningvocabulary;theself-motivationstrategy;thestrategyofpsychologicalconnection;memorystrategy;thestrategyofaudio/visualassistedlearning;withthemovementtothebodyoflearningvocabularystrategy;thestrategyofovercominganxiety;thestrategyofusingtoorganizeunits.Schmitt(1997)compositetherelatedlanguageacquisitionstrategiesuponclassification,andputforwardtwocategoriesofvocabularyacquisitionstrategy,..\n.namelydiscoverystrategyandconsolidationstrategy.Inchina,acquisitionstrategiesresearcher,WenQiufang(1996)thought：Englishlearningstrategyincludesconceptandmethod.Whatisconcept?ItmeanstheacquaintlearnerstohowtolearnEnglishwell.AndthemethodreferstotheactionsthatlearnerstaketolearnEnglishwell.Themethodcanbeclassifyingtwocategories:managemethodandlearningmethod.Wuxia,Wangqiang(1998)drawlessonsofclassificationoflearningstrategiesfromO’Malley&Chamot’sandthingthatthemajorityofstudentscannotdependonthemechanicalmemorizingtolearnEnglishvocabulary.Wenpeng(2000)utilize“thelevelofprocessingapproachofmemory”todoanempiricalresearchondifferentwordsmeaning.WilliansandBurden(2000)stressmetacognitioniscentraltoeffectivelearning.Wenden(1987)saysthatmetacognitiveis“theprocessthatunderlinestheefficientuseofstrategiesandtheessenceofintelligentactivity”(p573).Quicke(1994)similarlyviewsthatmetacognitiveawarenessiscrucialinlearningstrategies.Inaddition,mostofthestudies(O’MalleyandChamot1990,WendenandRudin1987;OxfordandCrookall1989)founderthelearnerswhowereparticularlytaughtmetacognitiveknowledgetohelpthemassesstheneeds,evaluateprocessandgivedirectionstotheirlearning.Aftersummarizingthetheoriesofthevocabularyacquisitionstrategies,Iexpressmyopinionsaboutvocabularyacquisitionstrategies.Thesetheoriesoropinionshavetheirmeritsanddemerits.IaminfavorofO’Malley&Chamot’stheoryoftheclassificationofvocabularyacquisitionstrategies:metacognitivestrategies,cognitivestrategies,affectivestrategies.Themetacognitionrepresentsstrategiesofacquiringknowledge,namelytheabilitytounderstandpourmethodforlearningandassimilatinginformation.Itconcerns“theknowledgeofyourthoughts”.Inadditiontohowvariousfactorsinfluencepsychologicalthoughtprocessing.AsfarasIamconcerned,vocabularyreallyplaysanessentialroleinlanguagelearning.Forexample,whenwecommunicatewithothers,vocabularyisthebasiccomponentbetweenyourtalking.Withoutwords,withoutcommunication.Intheschool,everystudentshouldlearnvocabulary,themorevocabularyyouacquire,the..\n.moreknowledgeyouwillget.Intheprocessofourstudy,everyskillneedsvocabulary.(Listening,speaking,reading,andwriting).Especially,intheextensivereading,thevastmajorityvocabularycanbelearnedgraduallythroughrepeatedexposuresinvariousdiscoursecontexts.However,notallmethodsareappropriateforalllevelsoflearners.Thus,Ideemthatdifferentlevelsoflearnersshouldchoosedifferentstrategiesofvocabularyacquisitionstrategies.Whentalkingaboutsecondlanguagevocabularyacquisitionstrategies,wemaytalkitfrompro-schoolchildren.Chenhua,zhangyifang(2001)analysisthenarrativeapproachofmemoryprocessofvocabulary.ThestudydiscoversthemajorityofChinesechildrenacquirevocabularywithrepeatmemorystrategy.ThatistosaychildrenmemoryChinesemeaningthroughtheChinese-Englishbilingual.Whenmemorizingvocabulary,ChinesechildrenseldomutilizetheKeywordstrategyandSemanticcodingstrategies.Theydonotusemetacognitivestrategy.Inmyopinion,childrencanbehelpedtoacquirevocabularyintheformofgames.Meanwhile,vocabularyacquisitionofpro-childrenshouldbecarriedoutinarealcontext.Ithasalongprogress.Accordingtodifferentage,childrenacquirevocabularyindifferentstrategies.Forthelowerclass,childrenacquirethesingleword.Forthemiddleclass,thechildrenbegintoacquirethedoubleorthreewords.Whenthechildrenarenearly6sixyearsold,theyformasemanticsystem.Theteachercanhelpchildrenacquirevocabularyinthecontextorgames.4.Cognitivestrategy4.1UsingdictionarystrategiesCheckthedictionaryisthemostcommonstrategyofacquiresvocabulary.AnditalsoanimportantmannertolearnEnglish.Ithasbeenshownthatstudentswhouseabilingualdictionarylearnmorevocabularythanstudentswhoreadwithoutadictionary(1993:263-287).However,whenstudentsturntoadictionaryforeverywordtheydonotunderstand,theylosesightofthemeaningwithinthetextasawhole.Teachersandtextbookdesignershaverealizedthis,andtheyarguedthatlearningstrategiessuchasguessingfromcontextshouldbeemployedinordertoreadthetextfluentlyandsmoothlyforanoverviewofthewholetext.Researchershave..\n.commentedthatthismovementmayhavegonetoofar,andtoday’sliteratureimpliesthatgoodlanguagelearnersrelyondictionarieslessthanpoorlanguagelearnersandaremoresuccessfulatemployingcontextualguessingstrategies.TheseresearchersfoundthatdictionarieswereusedequallybybothgoodandpoorEnglishachievers.Therewas,however,thenotabledifferenceinthewaystudentsusedtheirdictionaries:Dictionaryusedbyhighachieversinvolvedaseriesofquestions:“Wasitnecessarytoconsultthedictionary?Whatinformationinthedictionarywasrelevant?Wastheinformationworthcopyingdown,andifso,inChineseorinEnglish?”Lowachievers,ontheotherhand,followed”arelativelyinflexiblesetofproceduresfordictionaryuseratherthanadecision0makingprocess”(wen,Q.,&Johnson,R.K.,1997:36).4.2SemanticguessingstrategyHuckin,Hnynes&Coady(1993)deeplystudythecontext-basedmeaning.Guessingstrategyplaysanimportantroleinacquiringvocabulary,cultivatingtheirguessingwordsabilitycanimprovetheirreadingspeed,andsavetime.Soitcanstiruptheirreadinginterestsandenlargetheirpageviews.SkillsforguessingunfamiliarEnglishwordstellushowtoguesswords.Gettingmeaningfrominferencemeansthatyouinfer,orguess,meaningfromthecluesprovidedbythecontext–thesentenceorpassageinwhichthewordappears.Therearefoursteps.First,decidewhatpartofspeechofspeechtheunfamiliarwords.Next,makeoutwhatthesentenceorpassageisabout.Then,findoutthewordsorphrasesthathelpyougettheidea.Finally,usethesecluestoguessthemeaningoftheword.Foranexample:Thesoldierswereorderedtofireattheenemy.Questions:1.Whatpartofspeechis“fire”?_________.2.Doesthesentencetalkaboutwar,business,orabale?___________.3.WhatwordsinthesentencehelpedyouanswerQuestion2?_________and_________.4.Firemeans__________a)toletsomeonefromajobb)toshootc)red-hotflames..\n.Thesentencecontainstwocluestothemeaningof“fire”.First,“fire”isaverb.Second,hesentencetalksaboutwar;theword“soldiers”and“enemy”helpyouunderstandthis.Youcanimmediatelyeliminatethechoice“red-hotflames”,sinceitisanounanswerthatreferstoblame.Althoughthechoice“toletsomeonegofromajob”isaverbanswer,itreferstobusinessandshouldbeeliminated.Thechoice“toshoot”isaverbanswerthattalksaboutfighting;itisthecorrectanswer.4.3MemorystrategyofvocabularyacquisitionTheso-calledmemorystrategyreferstovariousmemorizingmethodsorskillsforstudents,itsprinciplesare:tideup,organizeandrelatetothecontent.InChina,memorymethodisatraditionalstrategytolearnvocabulary.Inordertodealwiththeexaminations,thestudentsadoptthememorystrategy.Thecommonmemorystrategiesare:keywordstrategy,wordlist,contextstrategy.4.4KeywordstrategyThekeywordstrategycanbenefitawidevarietyofstudentswithlanguageneedsintheareasofvocabulary,comprehensionofacademiclanguage,sentencestructure,organizingandexplaininginformation,andtransferringinformationacrosssettings.Whenthestrategyisroutinelyused,studentscanmasteritsbasicmechanicsandkeywordreviewduringdirectlanguageinterventionsessionscanbeafoundationforincreasinglycomplexandchallengingpracticeandreviewofavarietyofcurriculumbasedlanguageskills.KeywordstrategyisputforwardbyAtkinson(1975).Themethodincludestwosteps:first,thelearnersfindoutthesimilarsoundingwordbetweenthemotherlangueandthesecondlanguage.Second,buildupametalimage.Paivio(1991),Pressley(1982)thinkthatkeywordstrategyisimportant.However,ithasitslimitation,whichisdifficultytofindthesamepronunciationofeachword.InChina,Wangwenyu(1998)foundthatChinesestudentsseldomusethekeywordstrategybecauseofitscomplexity.4.5WordlistNation(1982)makesaconclusion:wordlistisanefficientwaytoaccumulatelargenumberofvocabulariesinashorttime.O’Malley&Chamot(1985)thinkthat..\n.mechanicalmemorizingistheefficientwaytomemoryvocabulary.Decontextualizedwordlisthavebeenusedextensivelytoteachvocabulary.Presentingvocabularyinlistformisanefficientstudymethodinwhichstudentscanlearnlargenumbersofwordsinashorttime(MearaP.1995:8-10).Suchlist,however,havingbeenstrippedofcontext,aredifficulttodealwith.Amajorityoflanguagelearnerspreferdecontextualizewordlistsjustbecausetheapplicationofsuchlistseemstobemorepracticalandmucheasiertodealwith,savingmoretime.Inadditiontofacilitatingmemorizationandlearning,wordlistserveanotherpurposeinthereadingclass:motivation.Uponadoptingacorpus-basedlistofthe3,000mostfrequentlyusedwords.Listismuchmoreeffectivetohelpstudentsfocusonless-frequentlyencounteredwordsthatrequiremoreintensivestudyandorganizedreview.4.6ContextstrategyThesecondlanguagevocabularyacquisitioncannotbeseparatefromcontext.Contextisamainfactorofvocabularyacquisition.Itisanefficientmethodtoacquirevocabularyinthecontext.Fromthesemanticspointofview,JamesInhofeannouncedtheregularityofacquiringvocabularyinFromParagraphtoEssay.Thebasicprincipleofacquiringvocabularyfocusonthecontext,sothatwecanknowtherelationbetweentheformandmeaning.ByKrashen’sMonitorHypothesisTheory,manyresearcherstendtoacquirevocabularyinthecontext.5.OtherstrategiesResearchersstudytheotherstrategiestoacquirevocabulary.Contactmethod,Semanticcodingmethod,assimilationstrategy,self-textstrategy.WhenIwasinthethirdyearinthecollege,Ihavealexicalclass.Fromtheclass,weknowmanystrategiestoacquirevocabulary:Repetition,suitedforkidsandprimaryschoolstudents.Spellingandpronunciation,suitedformiddleschoolstudents.Context,learningthenewwordsinphrases,sentences,neverlearnitalone.Semantic:groupingwordsaccordingtothemeaning,sound,semanticfieldandsoon.Itisforalllevels.Association:freeassociationofantonyms,antonyms,homonyms,andhomonyms.Emotion:learning..\n.wordswithstrongemotions,oremotionalsentences.Differentphysicalsurroundings:learninginoneplaceislowefficiencythanmoreplaces.Overlearning:wordcardsorflashes:usekeywordscards.Inaword,vocabularyacquisitionplaysanimportantroleinEnglishlanguagelearning.Itisnecessaryforlearnerstocommandofvocabularyacquisitionstrategies.Becauseitcanhelpusacquirevocabularymoreefficientandcommunicatewithpeopleinlife.ConclusionThispaperhasattemptedtoprovidesometheoriesofsecondlanguagevocabularyacquisitionandsomestrategies.Suchasmetacognitivestrategy,cognitivestrategy,andsocialstrategy.However,thispaperalsoputforwardsomemicrocosmicstrategy.Asamatteroffact,vocabularyacquisitionshouldcombinethecontext.Inaddition,thispaperhasn’tmentionedthatcultureisalsoanimportantfactorinvocabularyacquisition.Inthestudyofsecondlanguagevocabularyacquisition,weshouldpayattentiontotheprocessandtheacquiringresults.Thispaperfocusesonthestudyofthesecondlanguagevocabularyacquisitionstrategies.Bibliography[1]A.U.Chamot.TheLearningStrategiesofESLStudents.InA.L.Wenden&J.Rubin,(eds),LearnerStrategiesinLanguageLearning,1987.[2]Cater.R.andM.McCarthy.VocabularyandLanguageTeaching.NewYork:Longman,1987.[3]Nation,L.S.P.TeachingandLearningVocabulary.NewNewburyHousePublishers,1990.[4]O’Malley,J.&Chamot,A.U..LearningStrategiesinSecondLanguageAcquisition[J].CambridgeUniversityPress,1990:12-15.[5]Oxford,R..LanguageLearningStrategies[M].NewburyHouse,1990.[6]Paivio,A.VanadianJournalofPsychology,1991(45).[7]Pressley,M&Levin,J.R&Delaney,H.D.ReviewofEducationalResearch,1982(52)...\n.[8]Rudin,J..Learnersstrategies:theoreticalassumptions,researchhistoryandtypology[A].InA.Wenden,J.Rubin(eds).LearningStrategiesinLanguageLearning[C].NewYork:PrenticeHall.1987.[9]Schmitt,N.&McMarthy,M.(Eds).Vocabulary:DecriptionAcquisitionandPedagogy.Cambridge:CambridgeUniv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