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崔艳嫣 著 / 中国海洋大学出版社 / 2008-03 / 平装
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中国英语专业学生词汇能力发展研究
《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。
AcknowledgementsAbstract前言ListofFiguresListofTablesListofAbbreviationsTableofContentsChapter1Introduction1.1Researchorientation1.2Rationale1.3OutlineofthedissertationChapter2LiteratureReview2.1Introduction2.2AhistoricalretrospectofL2vocabularyteachingandresearch2.3Conceptualizationoflexicalcompetence2.3.1Word-centereddefinitionsoflexicalcompetence2.3.1.1Narrowdefinitionsoflexicalcompetence2.3.1.2Dimensionaldefinitionsoflexicalcompetence2.3.1.3Continuum-baseddefinitionsoflexicalcompetence2.3.1.4Representation-orienteddefinitionsoflexicalcompetence2.3.2Lexicon-centereddefinitionsoflexiealcompetence2.3.2.1Meara'sframework2.3.2.2Chapelle'sframework2.3.2.3Henriksen'sframework2.3.2.4Qian'sframework2.3.2.5ZhangandWu'sframework2.3.2.6Jiang'sframework2.3.3Summary2.4Theoreticalandempiricalexplorationsintolexicaldevelopment2.4.1Developmentofvocabularysize2.4.1.1Terminologicalissuesrelatedtovocabularysize2.4.1.2Measurementofreceptiveandproductivevocabulary2.4.1.3EmpiricalstudiesonL1andL2vocabularysize2.4.1.4Summaryandunsolvedproblems2.4.2Developmentofdepthofvocabularyknowledge2.4.2.1Measurementofdepthofvocabularyknowledge2.4.2.2Empiricalstudiesofdepthofvocabularyknowledge2.4.2.3Summaryandunsolvedproblems2.4.3Developmentoflexiealorganization2.4.3.1Organizationofmentallexicon2.4.3.2Wordassociationstudies2.4.3.3Summaryandunsolvedproblems2.4.4Developmentoflexicalsemanticautonomy2.4.4.1Theform-meaningmappinginL2vocabularyacquisition2.4.4.2Measurementoflexicalsemanticautonomy2.5ConclusionChapter3ConceptualFrameworkandResearchDesign3.1Introduction3.2Atentativefr.ameworkofL2lexicalcompetence3.3Workingdefinitionsandmeasuresforvariables3.4Natureoftheresearchdesign3.5ConclusionChapter4DevelopmentsofVocabularySizeandDepthofVocabularyKnowledge4.1Introduction4.2Researchquestions4.3Researchmethod4.3.1Subjects4.3.2Instruments4.3.2.1Questionnaire4.3.2.2Testofreceptivevocabularysize4.3.2.3Writingtaskelicitingproductivevocabulary4.3.2.4Testofdepthofvocabularyknowledge4.3.3Datacollectionprocedures4.3.3.1Pilotstudy4.3.3.2Twophasesofdatacollection4.3.4DataPreparation4.3.4.1Selectingsubjects4.3.4.2MarkingtheVLT4.3.4.3MarkingtheDVKT4.3.4.4Preparingindicatorsofproductivevocabularysize4.3.5Dataanalysis4.4Results4.4.1Developmentofreceptivevocabularysize4.4.2Developmentofproductivevocabularysize4.4.2.1Lexicalfrequencyprofile4.4.2.2Lexicaldiversity4.4.3Developmentofdepthofvocabularyknowledge4.4.4RelationshipsamongRVS,PVSandDVK4.5Discussion4.5.1Receptivevocabularysize4.5.2Productivevocabularysize4.5.3Depthofvocabularyknowledge4.5.4RelationshipsamongRVS,PVSandDVK4.6ConclusionChapter5DevelopmentofLexicalOrganization5.1Introduction5.2Researchhypothesesandresearchquestions5.3Researchmethod5.3.1Subjects5.3.2Elicitationinstrument5.3.3Datacollectionprocedures5.3.4Dataclassification5.3.4.1Existingclassificationsystems5.3.4.2Classificationmodelinthisstudy5.3.4.3Scoringprocedures5.3.5Dataanalysis5.4Results5.4.1Overalldevelopmentoflexicalorganization5.4.2Developmentsinthefivecategoriesofassociations5.4.2.1No-responsecases5.4.2.2Clang-otherassociations5.4.2.3Paradigmaticassociations5.4.2.4Syntagmaticassociations5.4.2.5Encyclopedicassociations5.4.3Effectofwordfrequencyonresponsetypes5.4.4Coincidentresponsesbetweenthesubjectsandthenativespeakers5.4.5RelationshipsamongRVS,PVS,DVK,andLO5.5Discussion5.5.1Overalldevelopmentoflexiconorganization5.5.2Developmentalfeaturesofthefivecategoriesofresponses5.5.3Wordfrequencyandresponsetypes5.5.4CoincidentresponsesbetweenL2learnersandnativespeakers5.5.5RelationshipsamongRVS,PVS,DVKandLO5.6ConclusionChapter6DevelopmentofLexicalSemanticAutonomy6.1Introduction6.2Researchquestion6.3Researchmethod6.3.1Subjects6.3.2Semantic-relatednesstest6.3.3Datacollectionprocedure6.4Results6.5Discussion6.5.1L1mediationinL2wordprocessing6.5.2DifferencesbetweenL1andL2vocabularyacquisition6.5.3Instructionaltechniquestoovercomesemanticfossilization6.6ConclusionChapter7Findings,ImplicationsandRecommendations7.1Introduction7.2Majorfindings7.3Implications7.3.1Theoreticalimplications7.3.2Methodologicalimplications7.3.3Pedagogicalimplications7.3.3.1Raisingconsciousnessoflexicalcompetence7.3.3.2Accommodatinglearners'needswithabalancedlexicalcourse7.3.3.3Buildingupaweb-likenetworkofL2mentallexicon7.3.3.4OvercomingsemanticfossilizationinL2vocabularyacquisition7.4Limitationsofthepresentresearch7.4.1Limitationbfconceptualizationoflexicalcompetence7.4.2Limitationofpopulationgeneralizability7.4.3Limitationofmethodology7.5Directionsforfutureresearch7.5.1Macrolevelstudies7.5.2Microlevelstudies7.5.3Suggestionsforresearchmethodologies7.6ConclusionReferencesAppendices
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