The Development of Lexical Semantic Autonomy of English Majors  

英语专业学生词汇语义自主性发展研究（英文）

作　　者：崔艳嫣[1,2] 

机构地区：[1]聊城大学外语学院 [2]山东大学外语学院

出　　处：《Chinese Journal of Applied Linguistics》2014年第2期231-243,265,共14页中国应用语言学（英文）

基　　金：the Foundation of Humanities and Social Science by the Chinese Ministry of Education(Grant no.10YJC40018);the Social Science Foundation of Shandong Province(Grant no.09CWXZ17)

摘　　要：This study investigates the development of lexical semantic autonomy by a semantic relatedness test on the part of 200 English majors from Year one through Year four in a university in Shandong Province. Despite the obvious development of their receptive vocabulary size, the subjects at the four learning stages have not achieved the lexical semantic autonomy, confirming the view that L1 semantic involvement in L2 word processing is a long and constant state of L2 lexical development. Explicit vocabulary teaching complemented by data-driven learning can be adopted to trigger the semantic restructuring, overcome semantic fossilization, and promote the development of lexical semantic autonomy in L2 vocabulary acquisition.本研究采用词汇语义相关性测试考察山东某大学英语专业一至四年级学生词汇语义自主性的发展,研究发现,分处四个不同学段的学习者词汇量有显著差异,但其词汇语义并没有获得自主性,表明一语语义系统长期参与二语词汇语义的加工处理。需要采用显性词汇教学和数据驱动的学习方式,促进语义重构,克服语义石化现象,促使学习者词汇语义自主能力发展。

关 键 词：lexical competence Lexical semantic autonomy semantic-relatedness 

分 类 号：H319[语言文字—英语]