新词教学的呈现方式与二语词汇联想能力的动态发展  

New Word Presenting Modes and Dynamic Development of L2 Word Association

作　　者：张萍[1] 陈艳艳[2] 徐宜莹 Zhang Ping;Chen Yan-yan;Xu Yi-ying(South China Normal University, Guangzhou 510631, China;South China University of Technology, Guangzhou 510641, Chin;South China Normal University, Guangzhou 510631, China)

机构地区：[1]华南师范大学,广州510631 [2]华南理工大学,广州510641

出　　处：《外语学刊》2018年第4期49-56,共8页Foreign Language Research

基　　金：国家社科基金项目“中国英语学生词汇联想表征与语料库分布的句法—语义耦合研究”(15BYY176);广东省哲社科规划项目“中国英语学习者‘一带一路’词汇联想能力的测量与构建”(GD17XWW05)的阶段性成果

摘　　要：本研究通过即时和延时词汇联想任务考察新词教学的呈现方式对高低水平学习者二语词汇联想能力发展的影响。呈现方式分为主题聚类和语义聚类。5周的教学实验结果显示，从发展过程看，新词的语义和横组合（搭配）联想反应从首次学习到延时维持阶段均呈现“爆发式增加-缓慢增长-衰减”的模式；从发展动因看，呈现方式比二语起始水平更能影响二语新词联想能力的发展：主题聚类比语义聚类更利于语义以及横组合反应的产出，但横组合知识积累较为困难。因此，二语新词知识的学习是一个非匀速、不对称的发展过程，其横组合搭配知识的掌握和巩固尤需加强。This study probes into the dynamic development of L2 high school learners＇ word association by teaching new English words via. thematic clustering and semantic clustering in five weeks＇ time. Two immediate and one delayed word association test results indicate that the sequential pattern of ＂burst-accumulate-attenuate＂ is revealed by both semantic and syntagmatic responses; the presentation modes outweigh the initial proficiency in bettering learners＇ associative ability of new L2 words： thematic clustering encourages the production of semantic and syntagmatic responses, whereas the accumulation of syntagmatic association is more ef- fort-consuming. Thus, learning L2 new words proceeds in a non-uniformed and asymmetrical pattern with greater challenge of syntagmatic associations.

关 键 词：新词教学 聚类呈现 词汇联想 横组合联想 发展路径 

分 类 号：H319[语言文字—英语]