（课程与教学论专业论文）基于语料库学习模式的大学英语词汇自主学习研究.pdf

学校代码：10346 学科、专业代码：040102 研究生学号：y20060274 题目： 基于语料库学习模式的大学英语词汇自主学习研究基于语料库学习模式的大学英语词汇自主学习研究 a study of corpus-based learning model on autonomous lexical learning for college english learners _ _ 论文评阅人： 盲审 盲审 盲审 论文答辩委员会 主席（姓名、职称） ： 委员（姓名、职称） ： 学位授予单位： 杭州师范大学 论文答辩日期： 2009 年 6 月 10 日 独创性声明独创性声明 本人声明所呈交的论文是我个人在导师指导下进行 的研究工作及取得的研究成果。尽我所知，除了文中特别以 标注和致谢的地方外，论文中不包括其他人已经发表或撰写 过的研究成果。对本研究做过贡献的老师和同学均己在论文 中作了明确的说明并表示了谢意。 日 期： 导师签名： 本人签名： 关于论文使用授权说明关于论文使用授权说明 本人完全了解杭州师范大学有关保留、使用学位论文的 规定，即：学校有权保留送交论文的复印件，允许论文被查 阅和借阅;学校可以公布论文的全部或部分内容，可以采用 影印、缩印或其他手段保存论文。 日 期： 导师签名： 本人签名： a study of corpus-based learning model on autonomous lexical learning for college english learners 基于语料库学习模式的大学英语词汇自主学习研究基于语料库学习模式的大学英语词汇自主学习研究 zhang dandan supervisor associate professor xie ping a dissertation submitted as a partial fulfillment for the degree of m.a. in education hangzhou normal university hangzhou, china june, 200 杭州师范大学硕士学位论文 基于语料库学习模式的大学英语词汇自主学习研究 i 摘摘 要要 词汇学习一直都是语言学习的重点和难点，新课标(实验稿)和大学英 语课程教学要求(修订稿)都强调了当前形势下词汇学习的重要性。迄今为止， 专家学者就词汇学习中存在的问题及如何提高词汇学习效率展开了很多研究， 提 出了多种词汇学习模式，但效果都不是很理想。近年来，语料库和自主学习在词 汇学习中的应用越来越受到人们的关注。 笔者查阅了这两方面的相关理论和研究 成果， 发现基于语料库的学习方法与促进学生的词汇自主学习之间有很多可结合 之处， 但在涉及用语料库的方法来促进学生的词汇自主学习方面的研究似乎是处 于空白状态。基于上述原因，本研究从大学英语词汇学习出发，运用基于语料库 的学习模式来促进学生的词汇自主学习，提高词汇的学习效率。基于语料库的学 习模式和词汇自主学习相结合是出于如下假设：第一，语料库能为语言学习者提 供大量真实的语言学习资源。 与真实语料的接触可以让学习者进入一个真实的语 言交流环境，从而帮助学生进行词汇自主学习。第二，基于语料库的学习模式中 的三大学习方式（数据驱动，合作学习和反思性学习）可以有效地培养学生的观 察、分析、归纳、合作和反思能力，促进学生的词汇自主学习。本研究主要回答 以下四个问题： （1） 基于语料库的学习模式是否可以促进学生的词汇自主学习？ （2） 词汇自主学习是否可以提高词汇学习效率？ （3） 学生对基于语料库的学习模式有什么样的评价？ （4） 本研究对当前大学英语词汇学习有什么启示？ 本研究以笔者所任教的某大学生物专业的两个新生班级为研究对象,一个为 实验班，一个为对照班。为了确保研究的可靠性和有效性，笔者对实验班学生进 行了一个学期的课堂观察，多次学生小组访谈；收集了学生的课堂词汇自主学习 练习和反思作文作为定性数据分析的依据。 在学期初和学期末对两个班的学生进 行了“词汇自主学习”的调查问卷和词汇测验，对实验班的学生，在学期末还发 放了“基于语料库学习模式”的调查问卷，作为定量数据分析的依据。 通过一个学期实证研究，笔者得出以下结论： （1）基于语料库的学习模式可 以有效地促进学生的词汇自主学习； （2）进行词汇自主学习可以有效地提高词汇 杭州师范大学硕士学位论文 基于语料库学习模式的大学英语词汇自主学习研究 ii 学习效率，特别是在记忆单词方面； （3）大部分学生对基于语料库的学习模式持 非常积极的态度。 本文最后还指出了在实际课堂应用该模式时需要进一步考虑的 因素： （1）学生要自主控制学习过程。在基于语料库的学习过程中，必须依据学 生的实际需要，给他们提供足够的自主选择权和对整个词汇学习过程的控制权； （2）学生需在小组合作中进行以任务为中心的学习。为了带动学生对词汇学习 的积极性和保证所有学生在语料库学习中都能参与， 教师要依据学生的实际词汇 学习能力设计不同形式的词汇学习任务， 让学生在独立又合作的小组讨论中完成 自主选择的学习任务； （3）教师要意识到自身自主学习中的多重角色。教师是学 生进行有效词汇自主学习的协助者和监督者。 关键词关键词：语料库；基于语料库的学习模式；词汇自主学习；大学英语 杭州师范大学硕士学位论文 基于语料库学习模式的大学英语词汇自主学习研究 iii abstract lexical learning is one of the primary and everlasting tasks in language learning. the national english curriculum (the piloting version) and the requirements for college english teaching（the revised draft) highlight the importance of lexicon on daily communication. so far many studies have been made by previous researchers on lexical learning problems and efficiency, and many lexical learning approaches have been proposed. nevertheless, these traditional lexical learning approaches isolate lexical learning from context and fail to improve lexical learning efficiency. recently, the application of corpus and autonomous learning on lexical learning attracts peoples attention. there are many convergences of using corpus-based lexical learning approach to promote learners autonomous lexical learning (all). however, the number of studies on this aspect is relatively small and could hardly be found. this research focuses on the promotion of college english learners lexical learning autonomy and lexical learning efficiency based on a new corpus-based learning model (cblm). the convergences of cblm and all come from the following two hypotheses. firstly, corpus provides large amount of authentic language using resources. interaction with such resources can help learners enter into practical language communicative environment in which facilitates learners to all. secondly, the learning approaches in cblm (data-driven learning, cooperative learning and reflective learning) aim to cultivate learners ability of observation, analysis, generalization, cooperation and reflection, which are important approaches to improve lexical learning autonomy. based on the effects of corpus and all, this research focuses on the following questions: (1) how can cblm promote learners all? (2) can all help to improve lexical learning efficiency? (3)whats learners evaluation of cblm? (4) what implications can be drawn from the present research for college english lexical learning? the empirical study is conducted in two freshmen classes majoring in biology. one is the experimental class (ec) and the other is control class (cc).to guarantee 杭州师范大学硕士学位论文 基于语料库学习模式的大学英语词汇自主学习研究 iv the reliability and validity of this research, both qualitative and quantitative data are collected. the qualitative data includes classroom observation, interviews，classroom corpus-based learning exercises and reflection writings. the quantitative data is collected from questionnaires and lexical tests given to the learners at the beginning and the end of the term. through one semesters research and practice, the writer reaches following conclusions: (1) cblm is proved to be contributive to promote learners all; (2) all increases learners lexical learning efficiency, especially on the filed of memorizing new words; (3) cblm proposes a new approach to lexical learning by making use of the application of corpus in language learning, and most learners have positive attitudes toward cblm. finally, some recommendations are proposed and should be taken into consideration while implementing cblm. (1) focusing on learners control over lexical learning. teachers should give learners enough autonomy on learning material selecting and learning process controlling while implementing cblm on concrete situations; (2) promoting task-based learning in group cooperation. specific tasks in different forms and levels should be carried out through all group members independent and cooperative work with the purpose to guarantee all learners can actively take part in lexical learning.(3) recognizing teachers multiple roles in autonomous learning. teachers are facilitators and supervisors to help learners carry out all effectively by various means. key words: corpus; corpus-based learning model (cblm); autonomous lexical learning (all); college english 杭州师范大学硕士学位论文 基于语料库学习模式的大学英语词汇自主学习研究 v contents 摘要摘要.i abstract.iii list of tables.viii list of diagrams .ix list of abbreviations .ix chapter 1 introduction.1 1.1 background of present research.1 1.1.1 importance of lexical learning.1 1.1.2 problems and main causes in lexical learning.2 1.2 research questions.3 1.3 significance of the present research.5 1.4 structure of this dissertation6 chapter 2 literature review.7 2.1 lexical learning.7 2.2 autonomous learning10 2.3 autonomous lexical learning (all).13 2.4 corpus and language learning.15 2.4.1 definition of corpus.15 2.4.2 the convergence of corpus and language learning.16 2.4.3 previous researches on corpus and all.18 chapter 3 description of cblm. 20 3.1 corpus-based learning model20 3.1.1 authentic lexical learning material.21 3.1.2 data-driven learning23 3.1.3 cooperative learning.24 3.1.4 reflective learning.24 3.2 the general process of promoting all.26 3.3 the application of cblm to all.28 杭州师范大学硕士学位论文 基于语料库学习模式的大学英语词汇自主学习研究 vi chapter 4 the empirical study.29 4.1 research objectives.29 4.2 research participants.29 4.3 methods of data collection.29 4.4 research procedure32 4.4.1 basic information collection32 4.4.2 the application of cblm.33 chapter 5 results and analysis.35 5.1 results and analysis on learners all.35 5.1.1 learners pre- and post-all in ec and cc.35 5.1.2 learners pre- and post- all in ec.36 5.1.2.1 all strategy and process.37 5.1.2.2 all motivation.40 5.1.2.3 all evaluation.42 5.1.2.4 all belief and content.43 5.2 results and analysis on learners all efficiency.47 5.3 summary.49 chapter 6 learners evaluation of cblm.50 6.1 evaluation of cblm.50 6.2 benefits from cblm.52 6.3 problems in cblm .56 chapter 7 conclusion.59 7.1 major findings.59 7.1.1 cblm promote learners all59 7.1.2 all improve learners lexical learning efficiency.60 7.1.3 learners have positive attitudes toward cblm.60 7.2 implications61 7.2.1 focusing on learners control over lexical learning.61 7.2.2 promoting task-based learning in group cooperation.62 7.2.3 recognizing teachers multiple roles in autonomous learning.62 杭州师范大学硕士学位论文 基于语料库学习模式的大学英语词汇自主学习研究 vii 7.3 limitations.64 7.4 recommendations.64 bibliography.66 appendices appendix 1: autonomous lexical learning questionnaire.72 appendix 2: corpus-based learning model questionnaire.73 appendix 3: pre-lexical test.74 appendix 4: post-lexical text.75 appendix 5: interview questions.76 appendix 6: extracts from interview.77 appendix 7: extracts from reflection.78 appendix 8: extracts from open-ended question.79 appendix 9: samples of word frequency lists of college english integrated course 1 (new edition)80 appendix 10: samples of corpus-based lexical learning material.82 appendix 11: paired- sample t test of pre-and post-all questionnaires in ec.85 papers published during postgraduate study.86 acknowledgments.87 杭州师范大学硕士学位论文 基于语料库学习模式的大学英语词汇自主学习研究 viii list of tables table 1.1the amount of required words and phrases in cecr.2 table 2.1 knowing a word.9 table 2.2articles on lexicon and autonomy in cnki (1994-2008).13 table 2.3 articles on corpus in cnki (1994-2008).18 table2.4 articles on autonomy in cnki (1994-2008)18 table 3.1 the frequency list of the word associate in bnc.22 table 3.2 concordanceing lines of the word associate in bnc.23 table 4.1 reliability statistics of the pilot study30 table 4.2 arrangement of interviews.32 table 5.1 pre- all in ec and cc36 table 5.2 post- all in ec and cc.36 table 5.3all changes in ec.37 table 5.4 concordancing lines of the word tackle from bnc38 table 5.5 learners group learning results39 table 5.6 lexical learning results of g1, g2 and g340 table 5.7 all belief in ec.44 table 5.8 all content in ec.44 table 5.9 reflection of group145 table 5.10 independent sample t test of lexical test.48 table 5.11 words appeared both in pre-and post-test.49 table 6.1 learners evaluation of cblm (percentage).50 table 6.2 benefits from cblm.52 table 6.3 problems in cblm.57 杭州师范大学硕士学位论文 基于语料库学习模式的大学英语词汇自主学习研究 ix list of diagrams diagram 2.1 defining autonomy: the capacity to take control over learning.11 diagram 2.2 zimmermans autonomous learning process11 diagram 3.1 corpus-based learning model21 diagram 3.2 data-driven learning process.24 diagram 3.3 the psychology of autonomous learning.26 diagram 3.4 process of promoting all.27 diagram 3.5 application of cblm to promote all.28 list of abbreviations cblm: corpus-based learning model all: autonomous lexical learning ddl: data-driven learning bnc: british national corpus ec: experimental class cc: control class cecr: college english curriculum requirement call: computer-assisted language learning cnki: china national knowledge infrastructure 杭州师范大学硕士学位论文 基于语料库学习模式的大学英语词汇自主学习研究 - 1 - chapter one introduction 1.1 background of present research 1.1.1 importance of lexical learning lexical learning is one of the primary and everlasting tasks in language learning. famous linguist harmer (1991) mentions that lexicon is the organ and blood for a language. as language learning practice shifts to a more communicative approach, the idea that language learning should be a process of learning how to communicate holds that the learner rather than the teacher should stand at the centre of the process of teaching and learning (nunan, 1988). lexical knowledge enables language communication, without words to express a wider range of meanings, communication in l2 just cannot happen in any meaningful way (mccarthy, 1990). canale and swain (1980) note that the development of linguistic competence is a key in the development of communicative competence, and lexicon is one of core elements of linguistic competence that make communication possible. in china, the importance of lexical learning is highlighted in the national english curriculum (the piloting version, 2001), in which nine competence-based levels are clearly divided for english learners. level 1 to 5 is for 9-year compulsory phase, level 6 to 9 is for 3-year senior high school phase, and lexical learning requirements for each level are made clearly. learners are required to acquire about 2,400 to 2,500 words and 300 to 400 phrases in level 7, 3,000 words and 400 to 500 phrases in level 8, 4,500 words and certain amount of phrases and collocations in level 9. the increasing words amount shows the important role of lexicon in language learning. college english curriculum requirement (cecr) also emphasizes the importance of lexicon in college english learning, and evidences can be found from the table 1.1 on the changes of required amount of words between the trail implementation version (2004) and the revised draft (2007). according to current situation, lexical learning is becoming increasingly important. 杭州师范大学硕士学位论文 基于语料库学习模式的大学英语词汇自主学习研究 - 2 - table 1.1 the amount of required words and phrases in cecr basic requirements intermediate requirements higher requirements trail version(2004) 4500 words 700 phrases 5500 words 1200 phrases 6500 words 1700 phrases final version(2007) 4780 words 700 phrases 6380 words 1200 phrases 7070 words 1870 phrases 1.1.2 problems and main causes in lexical learning as a result of the influence of structuralism, the lexical learning is stagnated on the low level of word and meaning learning. thornbury (2002) holds that teachers often underestimate the communicative advantage in developing a wide range of lexicon. many non-native learners of english admit that once they have reached the initial stages of language acquisition, they often regard lexical learning as the greatest single source of problems. in china, the average lexical size of present college freshmen is just about 2,000 words, much lower than the requirements at level 8 in national english curriculum (wang, 1998). american linguist diller (1978) mentions that a l2 learner should acquire at least 5,000 words for daily communication with native speakers. learners are suffering great troubles in lexical learning and feel distressed to master so many words. english words are hard to memorize but easy to forget, and learners are always confused by the words collocation, connotation, homonyms, homophones, synonyms as well as antonyms. to most learners, the biggest problem may lie in that they dont know how to use these words appropriately in daily communication. all these problems lead to learners low efficiency of lexical learning. according to the relevant studies on lexical learning, there are mainly two causes: first, learners lack the interaction with authentic lexical learning context. due to the limit of teaching time and great amount of words to learn in classroom, traditional lexical teaching and learning is focusing on meanings and usages mechanical 杭州师范大学硕士学位论文 基于语料库学习模式的大学英语词汇自主学习研究 - 3 - explanation, isolating from the real learning context. words represen