留学生汉语词汇学习策略的研究
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摘要
本文在论述国内外第二语言词汇学习策略的理论和研究基础上，使用留学生汉语词汇学习调查问卷，对留学生汉语词汇学习的观念和策略进行了研究，了解他们在词汇学习观念和策略使用上的基本情况，以及不同文化背景和汉语水平的留学生在词汇学习观念、策略使用上的差异。研究发现，1)在观念上，留学生最同意通过运用来掌握生词，最不同意记忆背诵的观念；在策略上，他们运用了包括元认知策略和认知策略在内的多种策略来学习汉语词汇，其中，最常用的认知策略是查词典策略，记忆策略总的来说不经常使用。2)在观念上，日本学生更愿意在上下文中自然习得生词并且运用所学的生词，韩国学生最愿意通过运用来学习生词，欧美学生最不同意用记忆背诵的方法学习生词；在实际学习活动中，日本和韩国学生使用词汇策略的情况没有显著差异，欧美学生比日本、韩国学生更多地使用了一些记忆策略。3)留学生的汉语水平越高，他们所使用的词汇学习策略种类越多，而且随着学生语言水平的提高，他们使用机械记忆策略的频度越低。4)日本学生在初级、中级和高级阶段使用的词汇策略没有显著差异，初级水平的韩国学生比中高级水平的韩国学生使用了更多生词表的记忆策略，欧美学生随着汉语水平的提高，使用词汇策略的种类和频度都有显著发展。最后，本文对研究结果进行了讨论，并提出了相关的教学启示。
This thesis is a study on the Chinese vocabulary learning strategies of foreign students. We asked 113 Japanese students, Korean students, European and American students to complete a vocabulary learning questionnaire. Based on the questionnaire, these students' beliefs and strategies about Chinese vocabulary learning are analyzed and contrasted. Results showed that, 1) overall, these learners predominantly believed that vocabulary should be carefully studied and put to use, though they emphasized the belief that vocabulary should be memorized less than other belief categories. They reported using a wide variety of vocabulary learning strategies, including both metacognitive strategies and cognitive strategies. The cognitive strategies that they used most are Looking-up strategies. 2) Students from Japan and Korea, and students from Europe and America exhibited significant differences both in the beliefs and in the use of some of the strategies. Students from Europe and America used more memory strategies than students from Japan and Korea. 3) More frequency and elaborate strategy use was associated with higher Chinese language proficiency, whereas less memory strategies were used with the progress of language proficiency. 4) Results also suggested that, to those students from Korea, Europe and America, some of their strategic behavior were strikingly different among beginners, intermediate or advanced learners. Finally, the underlying reasons were explored and some suggestions were given.
This thesis is a study on the Chinese vocabulary learning strategies of foreign students. We asked 113 Japanese students, Korean students, European and American students to complete a vocabulary learning questionnaire. Based on the questionnaire, these students' beliefs and strategies about Chinese vocabulary learning are analyzed and contrasted. Results showed that, 1) overall, these learners predominantly believed that vocabulary should be carefully studied and put to use, though they emphasized the belief that vocabulary should be memorized less than other belief categories. They reported using a wide variety of vocabulary learning strategies, including both metacognitive strategies and cognitive strategies. The cognitive strategies that they used most are Looking-up strategies. 2) Students from Japan and Korea, and students from Europe and America exhibited significant differences both in the beliefs and in the use of some of the strategies. Students from Europe and America used more memory strategies than students from Japan and Korea. 3) More frequency and elaborate strategy use was associated with higher Chinese language proficiency, whereas less memory strategies were used with the progress of language proficiency. 4) Results also suggested that, to those students from Korea, Europe and America, some of their strategic behavior were strikingly different among beginners, intermediate or advanced learners. Finally, the underlying reasons were explored and some suggestions were given.
引文
车宏生、朱敏(1987)，《心理统计》，中国科学院心理所。
江新 (2000)，汉语作为第二语言学习策略初探。《语言教学与研究》第1期。
江新，赵果 (2001)，初级阶段外国留学生汉字学习策略的调查研究。《语言教学与研究》第4期。
王文宇 (1998)，观念、策略与英语词汇记忆。《外语教学与研究》第1期。
吴霞，王蔷 (1998)，非英语专业本科学生词汇学习策略。《外语教学与研究》第1期。
徐新颜 (2003)，中级水平日韩、欧美留学生学习策略研究。北京语言大学硕士论文。
徐子亮 (1999)，外国学生汉语学习策略的认知心理分析。《世界汉语教学》第4期。
杨翼 (1998)，高级汉语学习者的学习策略与学习效果的关系。《世界汉语教学》第1期。
张厚粲，徐建平(2003)，《心理与教育统计学》。北京师范大学出版社。
张萍 (2001)，硕士研究生基础英语和专业英语词汇学习策略研究。《外语教学与研究》第6期。
Ahmed, M. O, (1989). Vocabulary learning strategies. In P. Meara (Eds.). British studies in applied linguistics: Vol. 4. Beyond words:3-14. London: CILT.
Chamot, A. U. (1987). The learning strategies of ESL students. In A.Wenden & J.Rubin (Eds.). Learner strategies in language learning. Prentice Hall.
Clarke, D. & Nation, I.S.P. (1980). Guessing the meanings of words from context: Strategy and techniques. System 8(3): 211-220.
Coady, J. & Huckin, T. (1997). Second language vocabulary acquisition. Cambridge: Cambridge University Press.
Cohen, A. & Aphek, E. (1980). Retention of second-language vocabulary over time: Investigation the role of mnemonic association. System 8(3): 221-235.
Cohen, A. (1998). Strategies in learning and using a second language. London: Longman.
Dancey, C. P., & Reidy, J. (1999). Statistics Without Maths for Psychology. Prentice Hall.
Ellis, R. (1994). The study of second language acquisition. Oxford University Press.
Fraser, C. A. (1999). Lexical processing strategy use and vocabulary learning through reading. SSLA 21(2): 225-241.
Gu, P. Y. & Johnson, R.K. (1996). Vocabulary learning strategies and language learning outcomes, Language Learning 46(4): 643-679,
Horwitz, E. K. (1988). The beliefs about language learning of beginning university foreign language students. The Modern Language Journal(72): 283-294.
Kojic-sabo, I. & Lightbown, P. M. (1999). Students' approaches to vocabulary learning and their relationship to success. The Modern Language Journal, 83, ⅱ: 176-192.
Krashen, S. D. (1989). We acquire vocabulary and spelling by reading: Additional evidence for the Input Hypothesis. Modern Language Journal, 73,440-464.
Lawson, M. J. & Hogben, D (1996). The vocabulary-learning strategies of foreign-language students. Language Learning 46:1(3): 101-135.
Mcdonough, S. H. (1999). Learner strategies. Language Teaching. 32, 1-18.
Nagy, W., Herman, P. & Anderson, R. (1985). Learning words from context. Reading Research Quarterly 20(2): 233-253.
Nagy, W, (1997). On the role of context in first- and second-language vocabulary learning. In Schmitt, N. & Mccarthy, M.(eds.). Vocabulary: description, acquisition and pedagogy. Cambridge: Cambridge University Press.
Nation, I. S. P. (1994). The word on words: An interview with Paul Nation. The Language Teaeher 19(2): 5-7.
O'Mailey, J. & Chamot, A.(1990). Learning strategies in second language
acquisition. Cambridge: Cambridge University Press.
Oxford, R. L. (1990). Language learning strategies: What every teacher should know. New York: Newbury House.
Paribakht, T. S. & Wesche, M. (1999). Reading and "incidental" L2 vocabulary acquisition: An introspective study of lexical inferencing. Study of Second Language Acquisition. 21 (2): 195-224.
Pressley, M., Levin, J. R. & Delaney, H. D. (1982). The mnemonic keyword method. Review of Educational Research(52): 61-91.
Sanaoui, R. (1995). Adult learners' approaches to learning vocabulary in second languages. Modern Language Journal, 79, 15-28.
Schmitt, N. & Mccarthy, M. (eds.) (1997). Vocabulary: description, acquisition and pedagogy. Cambridge: Cambridge University Press.
Scholfield, P.(1997). Vocabulary reference works in foreign language learning. In Schmitt, N. & Mccarthy, M. (eds.). Vocabulary: description, acquisition and pedagogy. Cambridge: Cambridge University Press.
江新 (2000)，汉语作为第二语言学习策略初探。《语言教学与研究》第1期。
江新，赵果 (2001)，初级阶段外国留学生汉字学习策略的调查研究。《语言教学与研究》第4期。
王文宇 (1998)，观念、策略与英语词汇记忆。《外语教学与研究》第1期。
吴霞，王蔷 (1998)，非英语专业本科学生词汇学习策略。《外语教学与研究》第1期。
徐新颜 (2003)，中级水平日韩、欧美留学生学习策略研究。北京语言大学硕士论文。
徐子亮 (1999)，外国学生汉语学习策略的认知心理分析。《世界汉语教学》第4期。
杨翼 (1998)，高级汉语学习者的学习策略与学习效果的关系。《世界汉语教学》第1期。
张厚粲，徐建平(2003)，《心理与教育统计学》。北京师范大学出版社。
张萍 (2001)，硕士研究生基础英语和专业英语词汇学习策略研究。《外语教学与研究》第6期。
Ahmed, M. O, (1989). Vocabulary learning strategies. In P. Meara (Eds.). British studies in applied linguistics: Vol. 4. Beyond words:3-14. London: CILT.
Chamot, A. U. (1987). The learning strategies of ESL students. In A.Wenden & J.Rubin (Eds.). Learner strategies in language learning. Prentice Hall.
Clarke, D. & Nation, I.S.P. (1980). Guessing the meanings of words from context: Strategy and techniques. System 8(3): 211-220.
Coady, J. & Huckin, T. (1997). Second language vocabulary acquisition. Cambridge: Cambridge University Press.
Cohen, A. & Aphek, E. (1980). Retention of second-language vocabulary over time: Investigation the role of mnemonic association. System 8(3): 221-235.
Cohen, A. (1998). Strategies in learning and using a second language. London: Longman.
Dancey, C. P., & Reidy, J. (1999). Statistics Without Maths for Psychology. Prentice Hall.
Ellis, R. (1994). The study of second language acquisition. Oxford University Press.
Fraser, C. A. (1999). Lexical processing strategy use and vocabulary learning through reading. SSLA 21(2): 225-241.
Gu, P. Y. & Johnson, R.K. (1996). Vocabulary learning strategies and language learning outcomes, Language Learning 46(4): 643-679,
Horwitz, E. K. (1988). The beliefs about language learning of beginning university foreign language students. The Modern Language Journal(72): 283-294.
Kojic-sabo, I. & Lightbown, P. M. (1999). Students' approaches to vocabulary learning and their relationship to success. The Modern Language Journal, 83, ⅱ: 176-192.
Krashen, S. D. (1989). We acquire vocabulary and spelling by reading: Additional evidence for the Input Hypothesis. Modern Language Journal, 73,440-464.
Lawson, M. J. & Hogben, D (1996). The vocabulary-learning strategies of foreign-language students. Language Learning 46:1(3): 101-135.
Mcdonough, S. H. (1999). Learner strategies. Language Teaching. 32, 1-18.
Nagy, W., Herman, P. & Anderson, R. (1985). Learning words from context. Reading Research Quarterly 20(2): 233-253.
Nagy, W, (1997). On the role of context in first- and second-language vocabulary learning. In Schmitt, N. & Mccarthy, M.(eds.). Vocabulary: description, acquisition and pedagogy. Cambridge: Cambridge University Press.
Nation, I. S. P. (1994). The word on words: An interview with Paul Nation. The Language Teaeher 19(2): 5-7.
O'Mailey, J. & Chamot, A.(1990). Learning strategies in second language
acquisition. Cambridge: Cambridge University Press.
Oxford, R. L. (1990). Language learning strategies: What every teacher should know. New York: Newbury House.
Paribakht, T. S. & Wesche, M. (1999). Reading and "incidental" L2 vocabulary acquisition: An introspective study of lexical inferencing. Study of Second Language Acquisition. 21 (2): 195-224.
Pressley, M., Levin, J. R. & Delaney, H. D. (1982). The mnemonic keyword method. Review of Educational Research(52): 61-91.
Sanaoui, R. (1995). Adult learners' approaches to learning vocabulary in second languages. Modern Language Journal, 79, 15-28.
Schmitt, N. & Mccarthy, M. (eds.) (1997). Vocabulary: description, acquisition and pedagogy. Cambridge: Cambridge University Press.
Scholfield, P.(1997). Vocabulary reference works in foreign language learning. In Schmitt, N. & Mccarthy, M. (eds.). Vocabulary: description, acquisition and pedagogy. Cambridge: Cambridge University Press.
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