基于语义联想软件的大学生高频/多义词汇自主学习

摘要

高频/多义词汇是具有并列关系的高频词汇与多义词汇的结合。高频/多义词汇在英语学习中有着重要的作用。然而大学英语高频/多义词汇的教学现状并不令人满意。本研究通过对98名大一学生进行高频/多义词汇深度知识测试来探究大学英语高频/多义词汇教学的现状，发现学生的高频/多义词汇知识杂乱无章而又缺乏全面性，不成系统。而课堂观察和对学生的访谈结果一致证明，教师在进行课堂词汇教学时，强调以教师为中心的词汇教学法，只注重对生词、难词和偏词的讲解，并不重视高频/多义词汇。因此，在传统的词汇教学环境中，学生很难全面地掌握高频/多义词汇。
　　基于语义联想软件的高频/多义词汇自主学习是英语课堂词汇教学的有效补充形式。基于语义联想软件的自主学习可以让学习者在以学习者为中心的词汇学习环境中，不断接触高频/多义词汇的不同语义形式，熟悉高频/多义词汇的各种意项，同义词，反义词，派生形式和搭配等等，并根据自己的学习情况对这些语义形式进行组织。从而促进学习者在头脑中形成内化的词汇语义网络系统，帮助他们克服高频/多义词汇学习中的问题，有效地促进高频/多义词汇的学习。此外，为了阐述基于语义联想软件的自主学习在词汇学习中的应用，笔者提出了一些教学原则并进一步阐述了如何进行应用。其中包括了教师的计划，学习者的任务，师生互动三个环节。本文还演示了学习案例，通过以高频/多义词汇“make”为例来进行了进一步的说明。
　　本研究发现了当前大学生英语高频/多义词汇学习中的问题及其成因。同时，论文也阐述了如何借助基于语义联想软件的自主学习，帮助学习者改善问题。论文还为大学英语教师提供了可操作性的高频/多义词汇自主学习实例。本研究为基于语义联想软件的自主学习在整个英语词汇教学中的应用研究提供了启示。

目录

声明

Acknowledgements

Abstract

摘要

Content

Chapter 1 Introduction

1．1 Origin of the Study

1．2 Purpose and Significance of the Study

1．3 Framework of the Study

1．4 Theoretical Basis of This Study

1．4．1 High-frequency／Polysemous Vocabulary

1．4．2 Autonomous Learning

1．4．3 Semantic Association

1．5 Development of Relevant Researches

1．5．1 Researches on High-frequency／Polysemous Vocabulary

1．5．2 Findings of Autonomous Learning

1．5．3 Studies on Semantic Association

Chapter 2 The Main Problem and Causes in College Students’ High-frequency／Polysemous Vocabulary Learning

2．1 A Study of Current Situation of College HPV Learning

2．1．1 Research Design

2．1．2 Data Analysis

2．2 Causes of the Main Problem in College Students HPV Learning

2．2．1 The Main Problem

2．2．2 Causes

Chapter 3 Improvements from Autonomous Learning Based on Semantic Association Software

3．1 Autonomous Learning Based on Semantic Association Software

3．1．1 Two Semantic Association Software

3．1．2 The Functions of Autonomous Learning Based on SAS

3．2 Improvements from Autonomous Learning Based on SAS for the Main Problem

3．2．1 Theoretic Advantages from Autonomous Learning Based on SAS

3．2．2 Process of Improvement of Students’ HPV Vocabulary Knowledge

Chapter 4 The Application of Autonomous Learning Based on SAS in Practice

4．1 Principles of Learning

4．1．1 Generative Principle

4．1．2 Effective Monitor Principle

4．1．3 Individual Efficacy Principle

4．2 Autonomous Learning Procedures

4．2．1 Teachers’ Plan-making

4．2．2 Students’ Assignment-doing

4．2．3 The Interaction between Teacher and Students

4．3 An Example of the Acquisition of ‘make’

4．3．1 Teachers Arranging Tasks and Students Finishing Tasks

4．3．2 Evaluating

4．3．3 Exercises

4．4 Evaluation and Suggestion of the Application

Chapter 5 Conclusion

5．1 Major Findings of the Study

5．2 Pedagogic Implication

5．3 Limitations and Suggestions for Further Research

Bibliography

Appendix A

Appendix B

Appendix C