Second Language Vocabulary Acquisition Strategies 二语词汇习得策略.docx

Second Language Vocabulary Acquisition Strategies 二语词汇习得策略.docx

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SecondLanguageVocabularyAcquisitionStrategies二语词汇习得策略

SecondLanguageVocabularyAcquisitionStrategies

二语词汇习得策略

[摘要]词汇是构成语言的基本单位，词汇习得在语言学习中占有重要地位。

英国著名语言学家D.A.Wilkins（1972）说过：

“没有语法，人们不能表达很多东西；而没有词汇，人们则无法表达任何东西。

”这就说明了词汇在学习中的重要性。

本文旨在分析二语词汇习得策略并应用于不同水平的学习者。

学习者根据自己的水平选择正确的习得方法和策略学习词汇，从而提高学习效率和习得效果。

关键字：

二语词汇习得词汇习得策略元认知策略认知策略

Abstract

Vocabularyisthebasicunitofalanguage.Languageacquisitionplaysanimportantroleinlanguagelearning.FamouslinguisticsD.A.Wilkinssaid,“Withoutgrammar,verylittlecanbeconveyed,withoutvocabulary,nothingcanbeconveyed（Lewis,1993:

16）.”Itspeaksvolumesfortheimportanceofvocabularyinlanguagelearning.Thispaperaimstoanalysisthesecondlanguageacquisitionstrategiesandappliestodifferentlevelsoflearners.Accordingtothedifferentlevels,thelearnersshouldchoosethepropermethodsandstrategiestopromotelearningefficiencyandacquisitioneffect.

Keywords:

SecondLanguageVocabularyAcquisition；VocabularyAcquisitionStrategies；Metacognitivestrategy；Cognitivestrategy

Introduction

Witheconomicglobalizationandmulti-polarizationoftheworld,especiallythepopulationoftheinternet,Englishbecomesmoreandmoreimportant,becauseitisconsideredasthetoolforabsorbingandcommunicatinginformation.Asweallknown,vocabularyacquisitionisoneofthemostnoticed-questionofthesecondlanguagelearners.“Vocabulary”appearsintheareaoflinguists'study.Nowadays,researchersstillcannotgiveacompleteandreasonabledefinitionofvocabulary.Since1970s,thesecondlanguagevocabularyacquisitionresearchhasgraduallybecomethehotpointandimportantsubjectinthesecondlanguagevocabularyacquisitionresearcharea.Theseresearchesaimtodiscusstheefficiencyvocabularymemorystrategiestopromotethememoryskillsandvocabularylevels.Thenhowtoacquirevocabularybecomepopularamongtheresearchers.Wenden&Rubin（1987）,O'Malley&Chamot（1990）refertothecontentofvocabularyacquisitionstrategies;Rubin（1987）andOxford（1990）classifythememorystrategytothedirectcognitivestrategies.Especially,CohenAphek（1981）,Porte（1988）,O'Malley（1990）,Vann（90）,Cohen（1990）,etcmadeabasicsearchingofvocabularyacquisition.Inaword,therearevariousopinionsinhowtoacquirevocabulary.Firstly,ittalksabouttheimportanceofvocabulary.Secondly,whatdoesitmeanto“acquire”aword?

Thispapermainlyaimstothedetailanalysisofthevocabularyacquisitionfromthreeaspects：

Meta-cognitiveStrategy;CognitiveStrategyandSocialorAffectiveStrategy.Especially,ithighlightstheeffectofthecontextandrendingtovocabularyacquisition.Thispapertalksabouttheapplicationsofthevocabularyacquisitionstrategies.Anditputsforwardsomeproblemsanddifficultiesofvocabularyacquisition.Thispaperalsodiscussestheinfluencingfactorstotheacquisition.Itincludesthemothertongue,age,languagecontact,logicalthinkingability,identitydegree,andacademicmotivation

ThepurposeofthispaperistorisetheawarenessofEnglishlearnersthattheimportanceofvocabularyinlanguagelearningandthevocabularyacquisitionstrategiescannotbeneglected,andeachstrategiesisdeeplyrootedinitslanguage.Throughtheanalysisofthetheoryofstudy,thepapertriestodrawthelearner'sattentiontothestrategiesofthesecondlanguagevocabularyacquisitionandusingthevocabularyincommunication.Inordertoimprovetheacquisitionefficiency,somestrategiesputintopracticeareintroduced.

Thefirstpresentstheimportanceofvocabulary,somebasicconceptsofvocabularyandvocabularylearning,thesecondparttellswhatdoesitmeantoknowaword,thethirdpartdealswiththetheoryofvocabularyacquisitionandpresentsthefactorsanddifferencesinfluencingthevocabularyacquisition.Thefourthpartisdetaileddiscussionofvocabularyacquisitionstrategiesindifferentlevelsoflearners.Thelastpartisconclusion.

Literaturereview

1.Theimportanceofvocabulary

Asthefirsttime,whenwegotoschoolandourEnglishteacherwilltellusthatvocabularyisofgreatimportanceinlearningEnglish.Afterseveralyears,weunderstandwordsgradually,especiallywhenwestudyinhighschool.Ifweknowalittleaboutvocabulary,wemayhavepoorEnglish.Thatisbecausethelistening,speaking,readingandwritingshowthenecessaryoflearningvocabulary.

Manyresearchersagreethatlexisisatleastasimportantasstructure,becauseitisusingwrongwordsandnotwronggrammarthatusuallybreaksdowncommunication.Mistakesinlexismuchmoreoftenleadtomisunderstandingandmaybelessgenerouslytoleratedoutsideclassroomthanmistakesinsyntax.（Carter,1987）.AsStephenKrashenremarked,“Whenstudentstravel,theydon'tcarrygrammarbooks,theycarrydictionaries.

AsignificantroleofvocabularyinbothteachingandlearningprocesseswasfirststatedbyStephenKrasheninTheNaturalApproach（1985）:

“Vocabularyisbasicforcommunication.Ifacquirersdonotrecognizethemeaningofthekeywordsusedbythosewhoaddressthemtheywillbeunabletoparticipateintheconversation.”

Wordsarebasictoolsinhumancommunication;thereforetheydeterminethemainpartofpeople'slife-relationshipsbetweenpeopleandassociationswiththesurroundingworldthatpeoplelivein.Thelargerone'svocabulary,theeasieritistoexpressone'sthoughtsandfeelings.

Inrealcommunication,correctlyandidiomaticallyusedvocabularycanevendecreasesomestructuralinaccuracyandgrammarerrors.（ZhangJiying,2002）.Solearnersshouldenrichandexpandtheirknowledgeofwordsasmuchaspossibleinordertocommunicateeffectivelyinaforeignlanguage.

2.Whatdoesitmeanto“know”aword?

Knowingawordisnotasimplephenomenon.Infact,itisquitecomplexandgoesfarbeyondtheword'smeaningandpronunciation.（ZhangJiying,2002）.Richards（1976）thinkknowingawordmeansalsoknowingthefrequencyofwordsandtheirlikelycollocates;beingawareofthefunctionalandsituationlimitationsthatapply;knowledgeofthe“syntacticbehavior”;derivationalformsandwordclass;associativeandconnotativeknowledge;semanticvalue-breakingdownwordsintominimalunitsaswithcomponentialanalysis（seeKatz&Fodor1963orLeech1974）;knowingtheother（possible）meaningassociated.NagyandScott（2000）identifyseveraldimensionsthatdescribethecomplexityofwhatitmeanstoknowaword.First,wordknowledgeisincremental,whichmeansthatreadersneedtohavemanyexposurestoawordindifferentcontextsbeforethey“know”it.Second,wordknowledgeismultidimensional.Thisisbecausemanywordshavemultiplemeaningsandservedifferentfunctionsindifferentfunctionindifferentsentences,texts,andevenconversations.Third,wordknowledgeisinterrelatedinthatknowledgeofonewordconnectsknowledgeofotherwords.

Whatallofthismeansisthat“knowing”awordisamatterofdegreeratherthananall-or-nothingproposition（Beck&Mckeown,1991;Nagy&Scott,2000）.Thedegreeofknowingawordarereflectedintheprecisionwithwhichweuseaword,howquicklyweunderstandaword,andhowwellweunderstandandusewordsindifferentmodesanddifferentpurpose.

Knowingawordalsoimpliesknowinghowthatwordrelatestootherknowledge.Finally,knowingawordmeansbeingabletoappreciateitsconnotationsandsubtleties.Whenweknowawordatthislevel,wecanuseandrecognizeitinidioms,jokes,slang,andpuns（Johnson,&Schlicting,2004）.

3.SecondLanguageVocabularyAcquisitionStrategies

VocabularyacquisitionisthepartofEnglishlearning.Since1960s,moreandmoreattentionsandresearcheshadbeentowardtovocabularyacquisitionstrategies.Whenitcomesto1980sor1990s,thevocabularyacquisitionstrategiesgainfruitfulresults.CohenAphek（1981）,Porte（1988）,O'Malley（1990）,Vann（1990）,Cohen（1990）madeabasicdiscussioninvocabularyacquisitionstrategies.

O'Malley&Chamot（1990）classifylanguagelearningstrategyintothreemethods:

Metacognitivestrategy,Cognitivestrategy,andSocialorAffectivestrategy.Metacognitivestrategyreferstostrategiesofadvancepreparation,directedattention,selectiveattention,self-management,selfmonitoringandself-evaluation.Andtheresultsindicatethatthemetacognitivestrategyteachingissignificantindevelopinglearnerautonomy,whichshowsprominentpros-pectinforeignlanguageteaching.Acognitivestrategyservestosupportthelearnerasheorshedevelopsinternalproceduresthatenablehim/hertoperformtasksthatarecomplex（Rosenshine,1997）.Theuseofcognitivestrategiescanincreasetheefficiencywithwhichthelearnerapproachesalearningtask.Theseacademictaskscaninclude,butarenotlimitedto,rememberingandapplyinginformationfromcoursecontent,constructingsentencesandparagraphs,editingwrittenwork,paraphrasing,andclassifyinginformationtobelearned.

Thememorystrategy,cognitivestrategy,socialstrategyandmetacognitvestrategyareusedmorefrequentlythantheaffectivestrategyandcompensativestrategy.

Oxford（1990）putforwardamorecomprehensiveclassificationsystemofstrategy,whichincludessixcategories:

memorystrategy,cognitivestrategy,compensatorystrategy,metacognitivestrategy,affectivestrategy,andsocialstrategy.Nation（1990）putforwardsemanticmanufacturingstrategyof“whatisit”.Fromdifferentaspect,researchershavedifferentclassificationofstrategies.Stoffer（1995）madeafactoranalysisof53vocabularyacquisitionstrategiesandextract9factors:

thestrategyofpracticeandapplywordsinauthenticsituation;thestrategyofcreativelearningvocabulary;theself-motivationstrate