临沂大学毕业论文设计模板.docx

临沂大学毕业论文设计模板.docx

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临沂大学毕业论文设计模板

外国语学院本科生英语专业毕业论文装订顺序

1.毕业论文封面（汉语）

2.毕业论文首页（英语）

3.毕业论文英文摘要及关键词

4.毕业论文中文摘要及关键词

5.目录

6.正文

7.尾注（可选）

8.参考文献（英语文献在前，中文文献在后）

9.致谢（英文）

10.附录（可选）

附：

论文模板（模板内容仅供参考，毕业生可根据实际情况填写）

其它不明事项请查看临沂大学外国语学院英语专业本科生学位论文参考文献规范格式

2019届　　分类号：

xxx

　　　　　　　　　　　　　　　　　单位代码：

10452

临沂大学

毕业论文（设计）

词汇量与英语阅读能力的相关性

姓名　李四

　　　　　学号　　　********　

　　　　　年级　2015级x班　

　　　　　专业　　　　英语

　　　　　系　（院）　　　外国语学院

　　　　　指导教师　张三

2019年5月

CorrelationbetweenVocabularyandEnglishReadingAbility

AThesisSubmitted

toForeignLanguagesSchoolof

LinyiUniversity

inPartialFulfillmentoftheRequirements

fortheDegreeofBachelorofArts

By

Yourname

Supervisor：

May,2019

Abstract

Languageisanimportanttoolforhumancommunication,andvocabularyisanimportantpartoflanguage.Inourcountry,Englishisconsideredasaforeignlanguage,andstudentshavelessopportunitytocommunicatewithnativeEnglishspeakers.Duetobeshortofsufficientlanguageenvironment,welearnEnglishbyreading.Vocabularyisthebasisofreading,sovocabularyisofvitalsignificancetostudents’Englishreadingability.Formoststudents,itisdifficulttolearnvocabulary.Thereasonwhyvocabularylearningisdifficultisthattheydonottaketheeffectivevocabularylearningstrategies.Inthevocabularylearningprocess,learnersshoulduseeffectivelearningstrategiestopromotelearningefficiency.IntheEnglishteachingprocess,teachersshouldpaymoreattentiontovocabularyteaching,andoffersomevaluablevocabularylearningstrategiestohelpstudentspromotevocabularylearningefficiency.Besides,teachersshouldencouragestudentstocultivatethegoodhabitofreadingwidely,andincreasevocabularyintheprocessofreading.VocabularyandEnglishreadingabilitypromoteeachotherinEnglishlearningprocess.Thispaperdoesasurveyononehundredstudentsofgrade3inZhangqiuSeniorHighSchool.Makinguseof“theElectronicEvaluationSystemfortheVocabularySizeofEnglishLearnersinChina”whichwasdesignedanddevelopedbyprofessorYangDuanhe,andtwovalidandreliableexaminations,namelypre-testandpost-testonthereadingcomprehensioninTheCollegeEntranceExamination.ThispaperendeavorstoofferananalysisofthecorrelationbetweenvocabularyandEnglishreadingability.ThesoftwareofSPSS（StatisticsPackageforSocialScience）10.0isusedtomakeananalyticPair-SamplesTTestonthestatistics.ThemethodofthePearsonCorrelationisappliedduringtheresearch.ThispapermainlydiscussesvocabularylearningstrategiesandtheapplicationofsomestrategiesinEnglishteaching.

Keywords:

vocabulary;correlation;readingability;vocabularylearningstrategies

摘要

语言是人类进行沟通交流的重要工具,词汇是语言的重要组成部分。

在我国，英语作为一门外语，学生很少有机会去和以英语为母语的人进行交流。

由于缺乏充分的语言环境，我们的英语学习主要来源于阅读。

阅读以词汇量为基础。

因此，词汇是影响阅读能力的一个重要因素。

词汇之所以成为英语学习的难点，是因为他们没有采取有效的词汇学习策略。

在词汇学习过程中，学习者应该注重学习策略提高学习效率。

同时，在英语教学过程中，教师应重视词汇的教学，教授学生一些有效的词汇学习策略，帮助学生提高词汇学习效率。

此外，教师也要注重培养学生养成广泛阅读的好习惯，在阅读中增加词汇量。

词汇量与英语阅读能力相辅相成，相互促进。

本文以章丘中学100名高三学生为研究对象，使用杨端和教授研发的《中国英语学习者词汇量评估系统》软件及前测和后测两套具有高信度与高效度的高考英语试卷的阅读理解部分为研究工具，研究词汇量与英语阅读能力的相关性。

利用SPSS10.0软件进行配对样本T测试（Pair-SamplesTTest），通过皮尔逊相关分析（PearsonCorrelation）对实验所得数据进行分析处理。

探讨了词汇学习策略及其在教学过程中的应用。

关键词：

词汇量；相关性；阅读能力；词汇学习策略

TableofContents

Abstracti

摘要ii

TableofContentsiii

ChapterOneIntroduction1

ChapterTwoLiteratureReview3

2.2WhatDoesKnowingaWordInvolve?

3

2.2.1WordForm3

ChapterFiveConclusion5

Bibliography6

Acknowledgements7

ChapterOneIntroduction

Inpacewiththeaccelerationofeconomicglobalization,ourbusinesscommunicationwithothercountriesaroundtheworldbecomescloserandwider.TheimportanceofEnglishasauniversallanguageisbecomingmoreandmoreoutstanding.ThatmeansourcountryneedslotsofEnglishtalentswithhighquality.Duetobeshortofsufficientlanguageenvironment,thewaywelearnEnglishisreading.One’sreadingabilitydeterminesthequantityandqualityoftheinformationhegets.So,thereadingabilityisquiteimportantintheEnglishlearningprocess.Generallyspeaking,nativeEnglishspeakersreadatarateof250wordsperminute.（Nuttall,1982:

56）StudentswithEnglishasasecondlanguageshouldread120-150wordsperminute.IntheEnglishCollegeEntranceExamination,studentsarerequiredtocompletethe5readingcomprehensionpassagesin35minutes,thatistosay,anaverageof57wordsperminute,farlessthantheminimumrequirementsforlearningEnglish.IntheEnglishreadingcomprehensiontests,itisnotdifficulttofindthatstudentsnotonlyreadatalowspeed,butalsohavealowreadingaccuracy.Whyistheresuchaphenomenon?

Toolittlevocabularyisoneofthemostimportantfactorsthataffectreadingspeed.Vocabularyisthebasicelementofreading.Withoutcertainvocabulary,studentswillgetintotroubleonallsidesinthereadingprocess.Theycannotcatchthemainideacorrectlyandthustheywillmisunderstandthedeepersemanticandlogicalrelationsofthepassage.Alltheseresultinslowreadingspeedandlowreadingaccuracy.Inrecentyears,invariousEnglishtests,readingcomprehensionbecomesmoreandmoreimportant,andthereadingcomprehensiondifficultyincreasesyearbyyear,andtheproportionofscoreishigherandhigher,whilethestudents’readinglevelisgenerallylow.InourcurrentEnglishteaching,teacherspaycloseattentiontothestudyofgrammar,andneglectvocabularylearning.Vocabularyhasnotreceivedenoughattention.Therefore,thispaperwilldiscusstheregulationsofvocabularylearningandteachingfromtheperspectiveofthenatureofvocabulary,theobstaclesofvocabularylearningandthestrategiesofvocabularyteachingandlearning.ThispaperendeavorstodrawaconclusiononthecorrelationbetweenvocabularyandEnglishreadingabilitybythetestofvocabularyandreadingcomprehension.Intheteachingprocess,teachersshouldprovidesomeeffectivetechniquesandmethodstohelpstudentsimprovetheefficiencyofvocabularylearningandpromotetheimprovementofvocabularyandEnglishreadingabilitybymeansofextensivereading.

ChapterTwoLiteratureReview

2.1WhatisVocabulary?

Vocabularyisanimportantelementintheprocessoflanguagelearning,anditcanalsobeusedtomeasureifthelearnershaveagoodcommandofthelanguage.PeopleareincreasinglywakeuptothesignificanceofvocabularyinSecondLanguageAcquisition.Vocabularyisthebasisofreadingcomprehension.Inthepastfewdecades,researchesonvocabularydevelopmenthasbeenhighlyvaluedbydomesticandforeignscholars,andlinguistshaveputforwardallkindsofstandardsaboutknowingaword,butthereisstillnoconsistentconclusions.

Laufer’s（1989）surveyshowthat:

forforeignlanguagelearnerswithavocabularyofabout5000,thecorrectrateofreadingcanreachupto56%,forthosewiththevocabularyofabout6000,thecorrectrateofreadingcanreachupto63%,andforthosewiththevocabularyofabout9000,thecorrectrateofreadingisonlyupto70%.Diller（1978）showsthat10000vocabulariesisthemostbasicrequirementforreadingmedium-difficultypassages.ChinesescholarshavemadelotsofstudiesontherelationshipbetweenvocabularyandEnglishreadingability,suchasGuiShichun（1985）,ZhouDajun（1999）,andMaGuanghui（2001）.Theirresearchshowsthatthereisarelationshipbetweenvocabularyandlanguageability,butnotcloseenoughtopredictlanguageproficiency.

2.2WhatDoesKnowingaWordInvolve?

2.2.1WordForm

Morphemeisthesmallestgrammarunitandthesmallestsemanticunit.Morphemesconsistoffreemorphemesandboundmorphemes.Afreemorphemeisamorphemethatcanexistindependentlywithoutattachingtoothermorphemesorroots,suchas“boy”,“girl”.Aboundmorpheme,asthenamesuggests,isamorphemethatcannotexistindependently,butisusuallyadheredtootherforms.Boundmorphemesarecomposedofaffixesandcombinations.Affixcanbeclassifiedintoinflectionalaffixandderivationalaffix.Theinflectionalaffixesrepresentthegrammaticalpartsofaword,suchasthepluralofthenouns,thepasttenseoftheverb,thecomparativeandsuperlativedegreesofadjectivesoradverbs.Derivationalaffixescanbedividedintoprefixesandsuffixesonthebasisoftheirpositionsinthederivedword,andtheycancombinewithotherroots.Anotherboundmorphemeiscalledthecombinationform,andtheycanbeusedasspecialderivationalwords,andalsocanbecombinedwithotherwordsorcombinationstoconstituteaspecialcompoundword.Thewordisagrammaticalunithigherthanmorphemes.Thewordismadeupofoneormoremorphemes.Itcanbeclassifiedfromtwoaspects,oneisbasedontheclassificationofwordformation,andtheotherisbasedontheclassificationofsyntacticfunctions.Inthelightofwordformation,wordscanbeclassifiedintosimplewords,derivedwordsandcompoundwords.Asimplewordismadeupofasinglefreemorpheme,mostlyshortwords,suchas“in”,“on”andsoforth.Derivedwordisconstitutedwithrootandaffixes.Acompoundwordconsistsoftwoormorefreemorphemes.Intermsofthesyntacticfunction,itcanbedividedintoclosedwordsandopenwords.Closedwordreferstoallfunctionalwords.Thiskindofwordhasnocompletelexicalmeaning,andithasgrammaticalmeaning.Itincludesprepositions,pronouns,determiners,conjunctions,auxiliaryverbs.Openwordreferstoavarietyofcontentwords,includingnouns,adjectives,adverbs,activewords.

ChapterFiveConclusion

Inrecentyears,invariousEnglishexams,readingcomprehensionbecomesmoreandmoreimportant,andreadingcomprehensiondifficultyincreasesyea