【硕士论文】语料库索引运用于高中英语词汇教学的实验研究.pdf

上海交通大学上海交通大学 学位论文原创性声明学位论文原创性声明 本人郑重声明：所呈交的学位论文，是本人在导师的指导下， 独立进行研究工作所取得的成果。除文中已经注明引用的内容外，本 论文不包含任何其他个人或集体已经发表或撰写过的作品成果。 对本 文的研究做出重要贡献的个人和集体，均已在文中以明确方式标明。 本人完全意识到本声明的法律结果由本人承担。 学位论文作者签名：孙静 日期： 2007 年 1 月 上海交通大学硕士论文 第 1 页 上海交通大学上海交通大学 学位论文版权使用授权书学位论文版权使用授权书 本学位论文作者完全了解学校有关保留、使用学位论文的规定， 同意学校保留并向国家有关部门或机构送交论文的复印件和电子版， 允许论文被查阅和借阅。 本人授权上海交通大学可以将本学位论文的 全部或部分内容编入有关数据库进行检索，可以采用影印、缩印或扫 描等复制手段保存和汇编本学位论文。 保密保密，在 年解密后适用本授权书。 本学位论文属于 不保密不保密。 （请在以上方框内打“” ） 学位论文作者签名： 孙静 指导教师签名：何小凤 日期： 2007 年 1 月 日期： 2007 年 1 月 上海交通大学硕士论文 第 4 页 acknowledgements i wish to express my sincere thanks to my super advisor, professor he xiaofeng. this thesis would not have been completed without her guidance and unwavering support. she patiently read and revised my drafts several times and gave me most valuable suggestions. it was her help and encouragement that gave me confidence and inspiration. special thanks would also be granted to professor wei naixing for his advice when i was conceiving my paper, and professor zhu zhengcai, for his instruction on statistics. last but not least, most sincere gratitude is paid to the teachers and students involved in my research work as well as those who helpful to my study. 上海交通大学硕士论文 第 5 页 摘摘 要要 写作本论文的出发点是基于现实考虑和理论启发:现实考虑是目 前国内学习外语的热潮中英语学习者都面临如何增加词汇量的问题。 理论启发来源于语料库索引的应用及数据驱动教学及相关理论。 根据对现有的文献的观察，语料库和 ddl（数据驱动学习）的教 学方法大都使用在了大学和研究生阶段， 较少的在中学阶段开展。 而 现阶段中学生对电脑和多媒体的使用已经使他们具备了使用语料库 和 ddl 方法进行简单的学习探索的条件。因此作者作了一个尝试， 以便在高中英语教学中也运用到新的科技成果和新的教学方法。 本论文试验围绕基于语料库索引和数据驱动学习的词汇学习开 展。新的教学材料和技术被运用到了本论文实验中-语料库索引和 多媒体。与此同时，新的学习方法数据驱动学习也被运用。试验 者从试验中收集数据并对数据加以分析。 试验结果也如预期： 结果证 明了新的技术和学习方法对于高中学生学习词汇是帮助的， 尤其体现 在对词汇深度知识的学习和对词汇的长久记忆方面。 写作本论文的出发点是基于现实考虑和理论启发:现实考虑是目 前国内学习外语的热潮中英语学习者都面临如何增加词汇量的问题。 理论启发来源于语料库索引的应用及数据驱动教学及相关理论。 根据对现有的文献的观察，语料库和 ddl（数据驱动学习）的教 学方法大都使用在了大学和研究生阶段， 较少的在中学阶段开展。 而 现阶段中学生对电脑和多媒体的使用已经使他们具备了使用语料库 和 ddl 方法进行简单的学习探索的条件。因此作者作了一个尝试， 以便在高中英语教学中也运用到新的科技成果和新的教学方法。 本论文试验围绕基于语料库索引和数据驱动学习的词汇学习开 展。新的教学材料和技术被运用到了本论文实验中-语料库索引和 多媒体。与此同时，新的学习方法数据驱动学习也被运用。试验 者从试验中收集数据并对数据加以分析。 试验结果也如预期： 结果证 明了新的技术和学习方法对于高中学生学习词汇是帮助的， 尤其体现 在对词汇深度知识的学习和对词汇的长久记忆方面。 关键词：高中词汇教学，预料库与语料索引，数据驱动教学 (ddl) 关键词：高中词汇教学，预料库与语料索引，数据驱动教学 (ddl) 上海交通大学硕士论文 第 6 页 abstract the writing of this paper has been initiated by a practical concern and a theoretical inspiration. the practical concern lies in the unprecedented passion of english learning environment in china, and the great challenge of vocabulary learning facing the learners. the theoretical inspiration comes from the application of corpus concordance and data-driven learning. according to the review of the researches, the teaching method of ddl and the corpora are more often used in the university level, but seldom in the high schools. however the high school students nowadays have had a good command of computer and multimedia, which prepare them to use corpora and the method of ddl to accomplish some english learning tasks. so the author of this thesis tries to introduce the new technology and method into high school english vocabulary teaching。 this thesis centers on the vocabulary learning in corpus-based contexts and data-driven-learning. the new material and technology are used in the experiment, that is, the corpora and the multimedia. meanwhile, the new teaching method is applied-ddl (data-driven learning method). data are collected from the experiment and then analyzed. as expected, the result proves that the new technology and teaching method are helpful to the learner in their learning vocabulary, especially on the aspects of deepening the vocabulary knowledge and the longer retention of the vocabulary. key word: english vocabulary teaching in high school level, corpus and concordance, data-driven-learning (ddl) 上海交通大学硕士论文 第 8 页 chapter one introduction both in high schools and in universities, second language learners and their teachers generally believe that the acquisition of large amount of vocabulary is one of the most challenging as well as necessary tasks. now chinese students, who are well trained in the grammar, may face the problem that the limited vocabulary constitutes an obstacle for them to achieve a dependable competence. this situation calls for specifically- targeted and well-informed researches into vocabulary acquisition of second language in the chinese learning context to benefit our pedagogical practice. the advent of powerful microcomputers, the creation of machine-readable corpora and the availability of text-handling programs construct a new language pedagogical environment and therefore call for new ways of language learning and teaching. computers are good at storing manipulating and retrieving considerable data, thus making electronic corpora particularly useful in the area of data-driven learning. ddl refers to “the use in the classroom of computer-generated concordances to get students to explore regularities of patterning in the target language and the development of activities and exercises based on concordance output” (johns, 1991: iii). language teachers and researchers from various countries have conducted research projects and experiments in their classrooms to practically testify the feasibility of ddl, and corpus-informed teaching. the experiment results are generally encouraging. it has been convinced that the corpus and the concordancer can be introduced into the language class and can enhance the quality of teaching and learning in some aspects. this paper is intended to tap into potentials of this method for vocabulary learning in intermediate english learners-the high school students. the experiment subjects-two classes of high school students, are about 18 years old and have learned english for over 4 years. an experiment, which will use the concordance from the corpora and the method of ddl, will be carried out in one of the two classes. in the process of the experiment, the concordances from the corpora create a 上海交通大学硕士论文 第 9 页 natural-language environment for the subjects, where they can inductively explore authentic texts, form language hypotheses and test them without being affected by teachers, thereby gradually acquiring learner autonomy. furthermore, the corpus and the concordance also support corpus-informed teaching- a new teaching model in the language classroom. the concordances retrieved from the corpus are developed into fresh teaching materials or exercises and employed vocabulary teaching. in the setting of corpus-assisted language teaching, the role of the learners and the teachers changes. independently posing learning questions, analyzing them and solving them, the subjects seem to do a genuine research work and gradually take some characteristics of a researcher. in the mean time, the teacher is responsible for facilitating learners in generalizing language rules and providing them with technological support, thus acting as a guide and a facilitator. the paper starts off by defining the word knowledge, corpus and concordance, which form the basis of the study. naturally, a clear definition of vocabulary knowledge is a prerequisite for further discussion on which factors influence it and what pedagogical means should be adopted to promote its effectiveness. the definition of vocabulary knowledge band different methods of vocabulary learning are followed by a review of some influential theories, hypotheses and research findings in related fields of cognitive psychology and sla, in the hope that the literature review will lend the necessary theoretical support to the authors proposal of vocabulary learning. the later part of this paper focuses on reporting the empirical study conducted by the author in an attempt to test the proposals pedagogical significance. in this thesis, experiment will be carried out to test two hypothesis: firstly, whether the material of concordances from the corpora and the method of ddl will be helpful to deepen the learners vocabulary knowledge. secondly, whether the material of concordances and the method of ddl will be helpful to the long-term retention of vocabulary. 上海交通大学硕士论文 第 10 页 chapter two definitions and concepts chapter one gives a brief introduction of this paper. in this chapter, interrelated definitions and concepts will be given in order to set the base of chapter three and chapter four. this chapter mainly introduces the definitions and concepts of vocabulary knowledge, corpus and concordance, and most importantly, the concepts of data-driven-learning (ddl). 2.1 the definition of vocabulary knowledge 2.1.1 what is “vocabulary”? what is vocabulary? according to lewis (1993), “vocabulary” is not equal to the items in a dictionary; it should be viewed from a large area, including chunks or multi-word chunks like lexical phrases and idioms and made up of several words. in his opinion, vocabulary is not only single word or fixed idioms, like before long, look down upon and so on, but also chunks that are stored in the english natives memory, for example, nice to meet you. it is memorized and used as an integrated unit of expression. 2.1.2 what is involved in knowing vocabulary? what does a learner need to know in order to “know” vocabulary or a word? this question lies at the very heart of l2 vocabulary acquisition. as laufer and paribakht (1998, p.36) observe, “no clear and unequivocal consensus exists as to the nature of lexical knowledge.” it is generally held that vocabulary knowledge should be interpreted as some sort of continuum of several levels (dimensions) rather than an all-or-nothing phenomenon. the following sections attempt to shed some light on the issues involved in vocabulary knowledge. 2.1.2.1. broadness of vocabulary knowledge and depth of vocabulary knowledge vocabulary knowledge can be looked at from various dimensions, especially a quantitative and a qualitative angle. the quantitative aspect, that is, broadness of knowledge, is concerned with the question “how much vocabulary does a second language learner need?” (nation and waring, 1997). “ to know a word requires more than just familiarity with its meaning and form.” (schmitt and mccathy, 1977,p.4). 上海交通大学硕士论文 第 11 页 what kinds of lexical knowledge are necessary to master a word is the topic of the qualitative aspect, that is, the depth of knowledge. richards hypothesis： the first and often cited attempt to list the various types of lexical knowledge is usually attributed to richards (1976:77), who was more concerned with applicability to pedagogical practice than the underlying theoretical issues per se. the main hypothesis of richards “vocabulary knowledge framework” are as follows: 1). continuum the native speaker of a language continues to expand his vocabulary in adulthood, whereas there is comparatively little development of syntax in adult life; 2). frequency- knowing a word means knowing the degree of probability of encountering that word in speed or print. for many word, we also “know” the sort of words most likely to be found associated with the word; 3). register knowing a word means knowing the limitations imposed on the use of the word according to variations of function and situation; 4). position knowing a word means knowing the syntactic behavior associated with that word; 5). form knowing a word entails knowledge of the underlying form of a word and the derivatives that can be made from it; 6). association knowing a word entails knowledge of the network of associations between that word and the other words in language; 7). meaning-concept knowing a word means knowing the semantic value of a word; 8). meaning-associations knowing a word means knowing many of the different meanings associated with the word. (richards (1976:77) 2.1.2.2. nations classification but now another question was raised. should a learner know every aspect of every word that he learns? the answer is definitely not. even if a native speaker cannot do this. so i.s.p. nation (2003: 30) classifies word knowledge into two 上海交通大学硕士论文 第 12 页 categories: if the word is to be learned only for receptive use (listening or reading), then there is one set of answers. if the word is to be learned for both receptive and productive use (listening, speaking, reading, and writing) then there will be an additional set of answers. (1). receptive knowledge receptive knowledge involves the following points: 1). knowing a word involves being able to recognize it when it is heard or when it is seen. 2). knowing a word includes being able to distinguish it from words with a similar form and being able to judge if the word form sounds right or looks right. 3). receptive knowledge of a word also involves having an expectation of what grammatical pattern the word will occur in. 4). the collocations of a word are the company that it keeps, knowing a word involves having some expectation of the words that it will collocate with. 5). when we know a word we know whether it is a frequently occurring word or a rare one. 6). knowing a word includes being able to recall its meaning when we meet it. 7). knowing a word also includes being able to see which shade of meaning is suitable for the context that it occurs in. 8). knowing the meaning of a word may include being able to make various associations with other related words. (2). productive knowledge productive knowledge of a word includes receptive knowledge and extends it. 1). it involves how to pronounce the word, how to writ and spell it, how to use it in correct grammatical patterns along with the words it usually collocates with. 2). productive knowledge also involves not using the word too often if it is typically a low frequency word and using it in suitable situations. 3). it involves using the word to stand for the meaning it represents and being 上海交通大学硕士论文 第 13 页 able to think of suitable substitutes and being able to think of suitable substitutes for the word if there are any. (i.s.p. nation (2003: 30) 2.2 vocabulary teaching 2.2.1 the importance of vocabulary teaching in language learning english is rich in vocabulary; there are about 1.000.000 words. cow and quigley (1985) suggest that a master of over 150.000 words is needed for accurate and smooth reading to occur. the basic vocabulary is about 4,000. but they also point out that to be communicatively competent, at least 2,000 words are required for an average conversation and they advice that some vocabulary instruction is necessary for english as a second language students to begin to make sense of what they are asked to read in school. vocabulary is one of the three essential elements (speech sound, vocabulary and grammar) of a language; it is the basic material of a language. it is of utmost importance to peoples communication and language teaching; without vocabulary no thought can be expressed. generally speaking, the vocabulary a student owns can reflect his or her english level. the famous linguist d.a.willkins said, “without grammar very little can be conveyed, without vocabulary nothing can be conveyed.”( d.a.willkins: 1972) vocabulary is the basis of understanding and using a language. it is true that having a good command of a certain vocabulary is the guarantee of making a verbal action smoothly and successfully. according to hatch, “basic communicative competence is largely concerned with the strategies the learners use to solicit the vocabulary they need in order to get meaning across.” (hatch, 1983:74). therefore, it is made clear that vocabulary is an essential part of english teaching. scholars represented by lewis (1993) even put forward that vocabulary should be the center of language teaching. in china, the importance and the interests of learning and reading in english have grown rapidly. we want to read in english to gain access to the most recent information and knowledge of science and technology development, to understand the history of western civilization and western culture. we also want to read in english 上海交通大学硕士论文 第 14 页 for entertainment purposes. in our education project, great notice has been taken of on english teaching. from the historical development of language, we can see that language is a mirror reflecting the culture of a society. language is used as a means of communication in society. in learning a foreign language, we should work hard on pronunciation, vocabulary, and grammar. the significance of the english vocabulary for language learning is also evident. vocabulary is the very basic and a very important component of a language. vocabulary knowledge in many languages is also the necessary requirement for reading and learning. 2.2.2 the methods of vocabulary teaching: implicit teaching and explicit teaching 2.2.2.1 the methods of implicit teaching as we enter the 21st century, acquisition of vocabulary has assumed a more important role, and as some would argue the central role in learning a second language (lewis, 1993). with this shift in emphasis, the classroom teacher is faced with the challenge of how best to help students store and retrieve words in the target language. most l2 teachers today have been trained in teacher education programs or molded by textbook writers to understand the terminology and teaching the systematicity of grammar. however, our understanding of the relationships between words, even the metalanguage to discuss those concepts, is decidedly lacking (maiguashca, 1993). ? inferring from context for many of us, our perspective on teaching vocabulary was greatly influenced by the top-down naturalistic and communicative approaches of the 1970s and 1980s(i.s.p.nation, 2003). the emphasis was implicit, incidental learning of vocabulary. we were taught the importance of directing l2 students to recognize clues in context, use monolingual dictionaries, and avoid defining words or glossing texts with their bilingual equivalents. textbooks emphasized inferring word meaning from context as the primary vocabulary skill. although exposure to a word in a variety of