论文开题报告.docx

论文开题报告.docx

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论文开题报告

密级

研究生论文开题编号

渤海大学专业学位研究生

学位论文开题报告书

论文题目：

ApplicationofDualBrainTheorytoSeniorMiddleSchoolEnglishVocabularyAcquisitionBasedonNativeLanguageEnvironment 

母语环境下双核理论在高中英语词汇习得中的应用

研究生姓名：

齐丽娟

指导教师姓名：

王永胜

专业方向：

学科教学（英语）

所在学院：

外国语学院

学号：

201007014

培养方式、类型：

在职教育硕士

渤海大学研究生学院

2012年10月填

本论文选题的国内外研究概况和发展趋势

VocabularyacquisitionofthesecondlanguagehasalwaysbeenaheadacheforChinesestudents,regardlessoftheirgrades,becauseEnglishistheirsecondlanguage.Therefore,vocabularyacquisitionisvitalinsecondlanguagelearningandhasconsiderableimpactonthenatureofpedagogicprovision.Itistruevocabularyplaysacentralroleinsecondlanguageacquisition.Asearlyasin1975,BritishfamouslinguistD.A.Wilkinsdeclared“withoutgrammarverylittlecanbeconveyed,withoutvocabularynothingcanbeconveyed”.

Meantime,ourcountryisimplementingqualityeducationwhichhighlightscreativecompetenceofstudents,whichinturnneedssystematiccultivatingnotionincludingphysicalfoundation,intelligentstructure,comprehensiveknowledge,almightycapabilityandcreativethinking.VocabularyisindispensableforacomprehensiveknowledgeasitiscloselyrelatedtotheresultsofEnglishlearning.

However,vocabularyacquisitionhasnotarousedthetotalinterestsofscholarsandspecialistsassyntaxandphonologyusuallyhavepriorityoversemantics.Before1980softhelastcentury,researchersusedtoconcentrateontheacquisitionofgrammarratherthanvocabulary,neglectingthefactthattheearlystagesoflearningasecondlanguagealwayscoexistswiththeenlargementofitsvocabulary.Withthedevelopmentofeconomicglobalization,thissituationisgraduallyaltered.Researchersfromhomeandabroadstartedtorealizethevitalityofvocabulary.HockingDproposesspendingmostofone’stimeonwordsandexpressionsratherthangrammarwillimproveone’sEnglishverymuch.Meanwhile,McCarthyM（1990）maintainswithoutenoughwordsonecannotcommunicatewithothers,nomatterhowwonderfulhisgrammarandpronunciationarebecausevocabularyisthecarrierforpeopletocommunicatewitheachother.AmericanlinguistMontrulSilvinapointedout“thecentralityofthelexiconforsecondlanguageacquisitiontheory”inhisbook“Representationalanddevelopmentalissuesinthelexical-syntacticinterface:

acquiringverbmeaninginasecondlanguage”publishedin2001.

Sincevocabularyissoessentialinlanguageacquisition,nativespeakersofEnglishhaveresearchesonvocabularymnemonicstrategieswhichaimtoexploreefficientstrategiesofmemorizingEnglishvocabularysoastoimprovelearners’vocabularyacquisitionskillsandvocabularystandard.Rubin,J（1987）andOxford,R.（1990）attributevocabularyacquisitiontodirectcognitivestrategy;GairnsandRedman（1986）studythevalidityofrepetitionoflexiconmemory;CohenandAphek（1980）investigatethecontextualstrategy.BrownandPerry（1991）haveconductedacomparativeresearchonsomerelevantstrategiesconcerningsecondlanguageacquisition.Krashen（1962）advisedthatoneshouldencounteranewwordseventimescontinuallyinordertorememberitsuccessfully.Leontiev（1981）putforwardthatthenumberoughttobesixteentimes.R.J.Alexander（1984）declaredthatlexicallearnersharvestalotfromthree“C”sincluding“collocation,connotationandcontext”whenacquiringvocabulary.Ellis（1994）construedthedefinitionofvocabularyacquisitionstrategies.In2002,VirginiaFrenchAllenpublishedthebook“TechniquesinTeachingVocabulary”whichdiscussedthewaystolearnwords.ScottThornbury（2002）alsodescribedhisideasofvocabularyinhisbookHowtoTeachvocabulary.TherearealsoChineseresearcherswhohavepsychologicalandlinguistictheoriesadoptedinvocabularyinstructionandacquisition.

Atthesametime,moreandmoreChinesescholarsandteachersbegintoshifttheirattentionfromsyntaxtolexicon.Theyhavenotonlysensedthesignificanceoflexiconbutalsostartedtoexplorethebestwaystoacquirevocabulary.

AccordingtoSongGang（2002）,thepurportingissuesofgreattheoreticalvalueandmajorimportanceareaboutthecategorizationofsecondlanguagelexicalitems,theidentificationoflexicalknowledge,themethodsofvocabularyacquisitionaswellasthefactorsinfluencedvocabularyacquisitionimposedbythelearners’nativelanguage.Moreover,someresearchersutilizeperspectivesinpsycholinguisticstoimplementvocabularyacquisition,whichhasprovedtobeveryefficientinsecondlanguageacquisitionforChinesestudents,especiallyforinitiallearnerssuchasseniormiddleschoolstudents.Thereby,we’dbetterfindsomeusefulandefficientwaystohelpseniormiddleschoolstudentstoenlargetheirvocabulary.Dualbraintheoryisatouchinggoldthatwillsolvethetoughproblem.

DualbraintheoryisanotionthatwaspurportedbySperryRogerin1974.Headvocatedthateachofthetwohalvesofthebraincontainconsciousness.Inhiswords,eachhemisphereisindeedaconscioussysteminitsownright,perceiving,thinking,remembering,reasoning,willing,andemoting,allatacharacteristicallyhumanlevel,andboththeleftandtherighthemispheremaybeconscioussimultaneouslyindifferent,eveninmutuallyconflicting,mentalexperiencesthatrunalonginparallel.

Someactivities,suchasnamingobjectsorputtingblockstogetherinaparticularway,canonlybedonewhenusingonesideofthebrainortheother.Itseemsthelefthemisphereusuallyspecializesinlanguageprocessesandtherightisdominantinvisual-constructiontasks.Languagefunctionssuchasgrammar,vocabularyandliteralmeaningaretypicallylateralizedtothelefthemisphere,especiallyinrighthandedindividuals.Incontrast,prosodiclanguagefunctions,suchasintonationandaccent,oftenarelateralizedtotherighthemisphereofthebrain.Theprocessingofvisualandauditorystimuli,spatialmanipulation,facialperception,andartisticabilityarerepresentedbilaterally,butmayshowcertainrighthemispheresuperiority.Thereisevidencethattherighthemisphereismoreinvolvedinprocessingunexpectedevents,whilethelefthemisphereismostinvolvedwhenroutineorwellrehearsedprocessingiscalledfor.Ifthelefthemisphereandrighthemispherecanbeemployedtogether,thebestefficiencywillbeachievedbecausememoryisthemarkstimulatedinbrainbyexternalenvironment.Thedeeperthestimulationis,thelongerthememorywillbe.

Thoughdualbraintheoryformedearlyin1970s,sofarfewspecialistshaveappliedittofulfillvocabularymemoryofsecondlanguageacquisition.Thedevelopmentofrightcerebralhemispherewillbeputintopracticewiththehelpofpositivetransferofmothertongueundertheinfluenceofsound,formandmeaning.Tothisdegree,wecansayitisacomparativelynewfieldinSLAwhichisworthresearchingandexploring.Onceitisexperimentedinseniormiddleschoolclassrooms,itwillexertitsgreateffortsinvocabularyacquisitioninseniormiddleschools.

本论文选题的基本内容、结构、意义（可加页）

I.Briefcontentsofthepaper

Asisknowntoall,vocabularyisessentialtoalanguage.Itisoneofthethreebasiccomponentsofalanguage,namelypronunciation,vocabularyandgrammar,andisofutmostimportancetopeople’scommunicationandlanguageacquisition.Languageemergesinitiallyaswords,andthecoinageofnewwordsneverhalts.Pronunciationandgrammararepresentedbyvocabulary.Therefore,theacquisitionoflexiconisthefirstandforemostthingofsecondlanguageacquisition.Inthispaper,theauthorinvestigateshowtofacilitateseniormiddleschoolstudentsinsecondlanguagevocabularyacquisitionwithdualbraintheoryinthenativeenvironment.AconclusionisobtainedthatwithpropermethodologyseniormiddleschoolstudentscanimprovetheirSLAcompetence.

Threequestionstobediscussed:

1.IsEnglishvocabularyacquisitionwithdualbraintheoryinthenativeenvironmentfeasible?

2.Isdualbraintheorystrategyinthenativeenvironmentmorepracticalthantraditionalstrategy?

3.HowtouseEnglishvocabularyacquisitionwithdualbraintheoryinthenativeenvironmenteffectively?

II.Theoutlineofthepaper

Chapter

:

Introduction

1.1ResearchBackground

1.2Currentsituation

1.3ImportanceofVocabularyacquisition

1.4Significanceofthepresentstudy

Chapter

:

LiteratureReview

2.1.ThemainprobleminEnglishvocabularyacquisitioninseniormiddleschool

2.2.DualBrainTheoryinthenativeenvironmentandrelevantsupportivetheory

2.2.1DualBrainTheoryinthenativeenvironment

2.2.2Relevantsupportivetheory

2.3.Theimplicationofthetheory

Chapter

:

TheStudy

3.1Objectivesandcontents

3.2Sampling

3.3Researchmethods

3.4DataAnalysis

Chapter

:

TheAdvantagesandsignificanceofthestudy

4.1.Applicationofthestudy

4.2.Advantagesofthestudy

4.3.Significanceofthestudy

Chapter

:

Conclusion

5.1.Findings

5.2.Limitations

Conclusion

References

Appendix

Acknowledgements

Ⅲ.Thesignificanceofthisstudy

VocabularyisthefoundationofSLAbecausevocabularycapacityisavitalstandardtomeasureone’sEnglishproficiency.ThevocabularythatalearnerownsmostobviouslyreflectshisorherEnglishlevel,whichinfersthat,tomasteralanguage,alargevocabularyisnecessaryanditisveryimportantforlearnerstomemorizeagreatmanyEnglishwords.However,mostofthestudentsinChinawhoarelearningEnglishasasecondlanguageareatalossabouthowtomemorizeEnglishwords,inparticular,theseniormiddleschoolstudents.

Thoughsomeresearchersand