主体间性视域下的词汇学习困难与词汇学习策略研究
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摘要
在主体间性哲学范式的理论框架下,对教学双主体即大学英语教师和非英语专业本科生分别进行问卷调查,考察两者对词汇学习困难相关因素的认知及对词汇学习策略的态度,并对比了教师的词汇教学重心与学生的词汇教学期望的异同。研究结果表明:教师和学生均认为运用所学词汇、掌握词汇相关搭配以及扩大词汇量是词汇学习难点,但两者对所应采取的词汇学习策略持不同态度。此外,学生的词汇教学期望与教师的词汇教学侧重点同样存在一定差异。可见,非英语专业大学生在入校之初在词汇学习多个维度上存在困难,尚未形成行之有效的词汇学习策略,凸显了在教学过程中教师和学生进行双向沟通的必要性。
引文
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[32]LITTLEMORE J,CHEN P T,KOESTER A,etc.Difficulties in metaphor comprehension faced by international students whose first language is not English[J].Applied Linguistics,2011(4):408-429.
[33]桂诗春,杨惠中.中国学习者英语语料库[M].上海:上海外语教育出版社:2002.
[34]DURRANT P,SCHMITT N.Adult learners’retention of collocations from exposure[J].Second Language Research,2010(2):163-188.
[35]KENNEDY G.Amplifier collocations in the British national corpus for English language teaching[J].TESOLQuarterly,2003(3):467-487.
[36]LIU J Y.Is what I need what I want?Reconceptualising college students'needs in English courses for general and specific/academic purposes[J].Journal of English for Academic Purposes,2011,10(4):271-280.
[37]KUMARAVADIVELU B.Beyond methods:Macrostrategies for language teaching[M].New Haven and London:Yale University Press,2003b.
[2]SCHMITT N.Tracking the incremental acquisition of second language vocabulary:A longitudinal study[J].Language Learning,1998(2):281-317
[3]NESSELHAUF N.The use of collocations by advanced learners of English and some implications for teaching[J].Applied Linguistics,2003(2):223-242.
[4]LAUFER B.Ease and difficulty in vocabulary learning:Some Teaching Implications[J].Foreign Language Annals,1990a(2):147-155.
[5]LAUFER B.Why are some words more difficult than others?-Some intralexical factors that affect the learning of words[J].International Review of Applied Linguistics in Language Teaching,1990b(4):293-308.
[6]WARDHAUGH R.The contrastive analysis hypothesis[J].TESOL Quarterly,1970(2):123-130.
[7]蔡金亭.中国学生英语过渡语研究[M].北京:外语教学与研究出版社,2008.
[8]ELGORT I.Deliberate learning and vocabulary acquisition in a second language[J].Language Learning,2011(2):367-413.
[9]SHINTANI N.Input-based tasks and the acquisition of vocabulary and grammar:A process-product study[J].Language Teaching Research,2012(2):253-279.
[10]赵培玲.主体间性修辞理论构建[J].中南大学学报(社会科学版),2017(1):194-200.
[11]DURANTI A Husserl.Intersubjectivity and anthropology[J].Anthropological Theory,2010,10(1):1-20.
[12]SHUTZ A.On the problem of transcendental intersubjectivity in Husserl[C]//Collected Papers.The Hague:Martinus Nijhoff,1966:51-83.
[13]尤尔根·哈贝马斯.交往行动理论:第2卷[M].洪佩郁,蔺青,译.重庆:重庆出版社,1994.
[14]于学友.主体间性:理解师生关系的新视角[J].当代教育科学,2004(19):10-12.
[15]郭湛.论主体间性或交互主体性[J].中国人民大学学报,2001(3):32-38.
[16]李晓红.外语教学中师生主体间性的哲学基础和实践建构[J].江西师范大学学报(哲学社会科学版),2010(1):136-141.
[17]吴岳军.论主体间性视角下的师生关系及其教师角色[J].教师教育研究,2010(2):40-43.
[18]吴旭东,陈晓庆.中国英语学生课堂环境下词汇能力的发展[J].2000(4):349-360.
[19]LAUFER B,PARIBAKHT T S.The relationship between passive and active vocabularies:Effects of language learning context[J].Language Learning,1998(3):365-391.
[20]FAERCH K,HAASTRUP K,PHILLIPSON R.Learner language and language learning[M].Clevedon,England:Multilingual Matters,1984.
[21]PALMBERG R.Patterns of vocabulary development in foreign language learners[J].Studies in Second Language Acquisition,1987(9):202-221.
[22]GU P Y.Fine brush and freehand:The vocabularylearning art of two Successful Chinese EFL learners[J].TESOL Quarterly,2003(1):73-104.
[23]JIANG N.Lexical Representation and vocabulary acquisition in a second language[J].Applied Linguistics,2000(2):47-77.
[24]NATION I S P.Teaching and learning vocabulary[M].New York:Newbury House,1990.
[25]OXFORD R L.Language learning strategies:What every teacher should know[M].Boston:Heinle,1990.
[26]O’MALLEY J,CHAMOT A C.Learning strategies in second language acquisition[C].Cambridge:CUP,1990.
[27]GU Y,JOHNSON R K.Vocabulary learning strategies and language learning outcomes[J].Language Learning,1996(3):643-679.
[28]LAUFER B.The development of passive and active vocabulary in a second language:Same or different[J].Applied Linguistics,1998(2):255-271.
[29]COADY J,MAGOTT J,HUBBARD P,etc.High frequency vocabulary and reading proficiency in ESLreaders[C]//Huckin T,Haynes M,Coady J.Second Language Reading and Vocabulary Acquisition.Norwood,NJ:Abtex,1993.
[30]ASTIKA G G.Analytical assessment of foreign students’writing[J].RELC Journal,1993(24):61-72.
[31]LITTLEMORE J.Literature,metaphor and the foreign language learner[J].Metaphor and Symbol,2008(3):210-212.
[32]LITTLEMORE J,CHEN P T,KOESTER A,etc.Difficulties in metaphor comprehension faced by international students whose first language is not English[J].Applied Linguistics,2011(4):408-429.
[33]桂诗春,杨惠中.中国学习者英语语料库[M].上海:上海外语教育出版社:2002.
[34]DURRANT P,SCHMITT N.Adult learners’retention of collocations from exposure[J].Second Language Research,2010(2):163-188.
[35]KENNEDY G.Amplifier collocations in the British national corpus for English language teaching[J].TESOLQuarterly,2003(3):467-487.
[36]LIU J Y.Is what I need what I want?Reconceptualising college students'needs in English courses for general and specific/academic purposes[J].Journal of English for Academic Purposes,2011,10(4):271-280.
[37]KUMARAVADIVELU B.Beyond methods:Macrostrategies for language teaching[M].New Haven and London:Yale University Press,2003b.