中国英语专业学生词汇能力发展研究

书籍目录

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

作者简介

《外国语言学与应用语言学博士文库•中国英语专业学生词汇能力发展研究》首先构建了第二语言词汇能力的多维模型，该模型包含四个可测维度：词汇量、词汇深度知识、词汇组织模式与词汇语义自主。然后采用了多种信度、效度较高的测试手段，从多个角度对词汇能力的各个维度的发展进行了深入细致的考察。研究发现，英语专业学生词汇能力各个维度的发展具有各自独特的规律，而且在发展过程中具有相关性。这一结论对二语词汇习得的理论建构与实证研究具有启示意义。

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