探究联想和词块的组合方式对词汇教学的影响

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ABSTRACT

In the field of second language acquisition, the studies of vocabulary acquisition

and its related areas of lexical research have been underestimated for long periods of

time. In recent decades, however, a gradual but striking shift has taken place with

greater attention focused on vocabulary learning and teaching in applied linguistics.

Studying different approaches in vocabulary learning, the author of the present

thesis has found that the association approach and the chunk approach are two popular

approaches, while little attention has been paid to the effectiveness of the combination

of these two approaches. Therefore, the author decides to acquire the verification that

this combined approach in vocabulary teaching and learning would prove to be more

efficient than each of the two approaches stands alone.

The author organizes the paper in this way: first, a brief introduction concerning

the importance of vocabulary and vocabulary teaching is given; the past and present

status of vocabulary teaching is sketched. Literature and theories of the association

approach and the chunk approach, as well as relevant research findings are laid out as

the theoretical foundation. With a view to obtaining scientific statistics, three

experiments are conducted aiming at testifying the effectiveness of the proposed

hypotheses.

Empirical studies show that the combined approach does improve English

vocabulary learning. Through the analysis of the data collected from the experiments, it

could be concluded that the combined approach, that is, the association-chunk approach,

has much more significant effect on vocabulary learning than the two approaches used

separately. Finally, some tentative suggestions are put forward for English vocabulary

teaching based on the results. The limitations of the paper are also listed for future

improvement.

It is hoped that the paper will give some insights for future studies in vocabulary

teaching and learning.

Key words：Vocabulary Acquisition, the Association-Chunk Approach,

Effectiveness

III

摘要

本论文将探讨联想与词块组合方式对英语教学中的词汇教学的影响

二语习得中的词汇研究曾长期被人忽视。直到近几十年，词汇教学领域相关研

究才得到重视，学习词汇的方法成为研究者关注的重心。在应用语言学领域，各

学派学者纷纷提出了不同教学方法。

在诸多词汇学习方法中，联想式教学法和词块教学法是当今较为热门的两种方

法。作者在研究这两种教学方法过程中，深切感受到两种教学法相结合的优势，

因此提出假设――联想与词块的组合方式比这两种方式单独使用更有利于词汇教

学，并希望能得到证实。

本论文首先简要介绍了词汇和词汇教学的重要性以及词汇教学的现状。其次，

作者详细列举了联想式教学法和词块教学法的相关理论和研究成果。为了验证所

提出的假设是否成立，本文作者设计了三次试验证明两种方法相结合的方式是否

比这两种方式单独使用更有成效。

本论文进行的实证性研究证实了两种方式相结合可以更好的提高英语词汇的

学习。通过对三次试验数据的分析，最后得出结论－使用联想和词块相结合的方

式比单独使用两种方式的其中一种更有助于提高学生词汇学习的效果。论文最后

提出一些建议，并指出研究的不足之处以待改进。

希望本文能为今后的英语教学中的词汇教学提供借鉴。

关键词：词汇习得联想词块组合法教学效果

CONTENTS

ACKNOWLEDGEMENTS ........................................................................................... I

ABSTRACT ................................................................................................................... II

摘要 ....................................................................................................................... III

Chapter I Introduction ................................................................................................. 1

§1.1 Importance of Vocabulary and Vocabulary Teaching ......................................1

§1.2 The Historical Development of Vocabulary Learning and Teaching .............. 2

§1.3 L2 Vocabulary Learning and Teaching in China .............................................3

§1.4 Organization of This Paper ............................................................................. 5

Chapter II Literature Review .......................................................................................7

§2.1 Theories Concerning Association Approach ...................................................7

§2.1.1 Brief Introduction of Association Approach ......................................... 7

§2.1.2 Classification of Association .................................................................9

§2.1.3 The Cognitive Supporting Evidence of Association Memory ............ 10

§2.1.4 Researches of the Application of Associative Approach .....................11

§2.2 Theories Concerning Chunk Approach .........................................................13

§2.2.1 Brief Introduction of Lexical Chunks ................................................. 13

§2.2.2 Classification of Lexical Chunks ........................................................ 16

§2.2.3 Psycholinguistic Supporting Evidence of Chunk Theories .................17

§2.2.4 Empirical Study on Lexical Chunks in Second Language Acquisition

...........................................................................................................................18

§2.3 Summary ....................................................................................................... 18

Chapter III Survey Design .........................................................................................20

§3.1 Hypotheses .................................................................................................... 20

§3.2 Design of the Questionnaire ..........................................................................21

§3.3 Design of the Experiments ............................................................................21

§3.3.1 Subjects ............................................................................................... 23

§3.3.2 Scoring ................................................................................................ 24

§3.3.3 Statistical Instrument .......................................................................... 25

Chapter IV Data Analysis ..........................................................................................26

§4.1 Data Analysis of the Questionnaire ...............................................................26

§4.2 Findings of the Questionnaire ....................................................................... 29

§4.3 Analysis of the Results of the Three Experiments ........................................ 30

§4.3.1 Analysis of the Results of Experiment I ............................................. 30

§4.3.2 Analysis of the Results of Experiment II ............................................ 36

§4.3.3 Analysis of the Results of Experiment III ...........................................40

§4.4 Findings of the Experiments ......................................................................... 46

Chapter V Conclusions ..............................................................................................47

§5.1 The Summary of the Study ........................................................................... 47

§5.2 Pedagogical Implications .............................................................................. 47

§5.2.1 Application of the Association-Chunk Approach to Teaching ............47

§5.2.2 Application of the Association-chunk Approach to Exercise Designing

...........................................................................................................................49

§5.3 Limitations of the Paper ................................................................................52

Appendix I ...............................................................................................................53

Appendix II ..............................................................................................................55

Appendix III .............................................................................................................. 56

Appendix IV .............................................................................................................. 57

Appendix V ............................................................................................................. 58

Bibliography ...................................................................................................................60

在读期间公开发表的论文 ............................................................................................ 63

Chapter I Introduction

§1.1 Importance of Vocabulary and Vocabulary Teaching

It is universally acknowledged for most linguists and those who are dedicating to

applied linguistic studies that the relationship between vocabulary and language is one

crucial part of linguistic research.

As a fundamental component of any language, vocabulary is of critical importance

to language learners. One of the most important parts of learning a new language is

learning new words. Just imagine how a building could be a building without bricks and

how the forest could be a forest without trees? Similarly, how a language could be a

language without vocabulary? The fact has already been demonstrated by many

well-known linguists:

“Without grammar very little can be conveyed, without vocabulary nothing can be

conveyed.” (Wilkins, 1972, p.111).

“Native speakers can better understand ungrammatical utterances with accurate

vocabulary than those with accurate grammar and inaccurate vocabulary.” (Widdowson,

1978).

“The lexicon may be the most important component for learners.” (Gass and

Selinker, 1994, p.198).

It is clearly illustrated that without the mastery of words, no one can use a language

appropriately in communication. “No matter how well the student learns grammar, no

matter how successfully the sounds of L2 are mastered, without words to express a

wider range of meanings, communication in an L2 just cannot happen in any

meaningful way.” (McCarthy, 1990, p. 91).

It is really an embarrassing experience in using our language when we are not able

to find the proper words to express our thoughts and unable to recognize or use the

words we meet. And a lack of sufficient vocabulary will ultimately affect people’s

understanding of the language and communicating in the language.

Just as Vermeer said in 1992, “Knowing words is the key to understanding and

being understood. The bulk of learning a new language consists of learning new words.”

A Study of the Effectiveness of the Association and Chunk Approach on Vocabulary Teaching

(p. 147). Krashen and Terrel held the same view in The Natural Approach in 1983:

“Vocabulary is basic for communication. If acquirers do not recognize the meaning of

the key words used by those who address them they will be unable to participate in the

conversation. If they wish to express some idea or ask for information they must be able

to produce lexical items to convey their meaning.”(p. 291).

As a key element, vocabulary also plays a leading role in the development of the

basic skills of language learning－listening, speaking, reading, writing and translating.

None of the above can be improved without the dependence on vocabulary. Stahl (1983)

has pointed out “an improvement in reading comprehension can be attributed to an

increase in vocabulary knowledge”, because he finds 90% of difficulty in reading can be

attributed to the lack of vocabulary competency (p.72).

Therefore, vocabulary acquisition is crucial for language learners in the sense that

words are basic units composing larger linguistic items; it is the very first step of the

whole learning process. Hence, vocabulary teaching and learning, especially in a second

or foreign language, is an indispensable part of language teaching and learning. Krashen

and Terrel had clearly indicated this point: “Vocabulary is of prime concern in L2

settings because it plays a dominant role in classroom success. (p.292)”

§1.2 The Historical Development of Vocabulary Learning and

Teaching

However, in second language teaching and learning, vocabulary was seldom

mentioned and had been neglected during much of the 20th century.

In the early 20th century, language was often regarded as a structured system, and

most linguists focused their attention almost entirely on phonology and grammar

because those aspects of language could be systematically analyzed.

The schools of structuralism and contrastive analysis emphasize the mastery of

syntactic structure, while opposing the teaching of too much vocabulary. Thus, the

role of vocabulary had been undervalued and degraded, while grammar and phonology

were considered to be central to linguistic theory and more essential to language

teaching. As a matter of fact, teachers were sometimes encouraged not to emphasize too

much on vocabulary before their students had mastered grammar or phonology.

In the late 1970s, even when the “communicative approach” became the trend,

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摘要：

IIABSTRACTInthefieldofsecondlanguageacquisition,thestudiesofvocabularyacquisitionanditsrelatedareasoflexicalresearchhavebeenunderestimatedforlongperiodsoftime.Inrecentdecades,however,agradualbutstrikingshifthastakenplacewithgreaterattentionfocusedonvocabularylearningandteachinginappliedlinguistics.S...

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