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构建在线学习型词典的互动模式-以定性分析在线《牛津高阶英语词典（第八版）》为例

作　者: 周晓晶
导　师: 吴建平
学　校: 厦门大学
专　业: 英语语言文学
关键词: 在线英语学习型词典在线《牛津高阶英语学习型词典(第八版)》英语学习者词汇习得词汇记忆
分类号: H316
类　型: 硕士论文
年　份: 2014年
下　载: 4次
引　用: 0次
阅　读: 论文下载

内容摘要

学习型词典的设计目的是帮助学生学习外语。二十世纪下半叶,由于英语教学的蓬勃发展,英语学习型词典应运而生,并逐渐为词典学界所重视。近几年,词典学界密切关注在线学习型词典的崛起,并着力于探讨如何利用在线词典提高词汇记忆和词汇习得。虽然在线英语学习型词典汇集了很多语义学、文化和语法方面的信息,但是大多数英语学习者未能充分运用这些知识,甚至不知道这些信息的存在。未能恰当使用在线词典导致英语学习者在记忆词汇时出现困难。在线英语学习型词典功能强大,因为它们不仅有无限的空间和容量,而且能为英语学习者的词汇查询提供广泛改进的可能。由于探讨二者关系的研究尚在少数,因此结合在线学习型词典,研究提升词汇习得和词汇记忆的方法可以成为研究重点。本文旨在对在线《牛津高阶英语词典(第八版)》进行定性分析,探讨英语学习者如何能在有效查阅词汇的同时提高他们的词汇量和词汇记忆。基于该量性分析,本文提出了一个在线英语词典的互动模式来解决研究中出现的问题,并提出实际建议,比如,强化语义学特征,改善超链接功能等,以期帮助英语学习者和英语教师更好地利用在线英语学习型词典。

全文目录

Abstract  4-5
摘要  5-6
Table of Contents  6-12
List of Figures and Tables  12-13
Chapter One Introduction  13-20
  1.1 Research Background  13-17
    1.1.1 English Learner's Dictionaries  13-15
    1.1.2 Online Learner's Dictionaries  15-16
    1.1.3 EFL Learners' Retention Needs  16-17
  1.2 Research Objectives  17-18
  1.3 Outline of the Thesis  18-20
Chapter Two Literature Review  20-45
  2.1 Semantic Approach and Vocabulary Retention  20-23
    2.1.1 Semantic Mapping  22
    2.1.2 Semantic Feature Analysis  22-23
  2.2 Teaching Methods and Vocabulary Retention  23-29
    2.2.1 Meaning  24
    2.2.2 Degree of Original Learning  24-25
    2.2.3 Presence of Feeling Tone  25
    2.2.4 Positive and Negative Transfer  25-26
    2.2.5 Practice  26-27
    2.2.6 Organization and Rehearsal  27-29
  2.3 Word Knowledge Framework and Vocabulary Retention  29-34
    2.3.1 Dictionary Definition  29-30
    2.3.2 Polysemy and Homonymy  30-31
    2.3.3 Vocabulary Breadth and Vocabulary Depth  31-32
    2.3.4 Word Association Network  32-34
  2.4 Online Vocabulary Learning  34-38
    2.4.1 Online Learning and Vocabulary Acquisition  34-35
    2.4.2 Hot-Cool Model  35-36
    2.4.3 Factors Influencing Online Learning  36-38
  2.5 Online Dictionaries and Vocabulary Retention  38-41
    2.5.1 Electronic Dictionaries  38-39
    2.5.2 Online Learner's Dictionaries  39-40
    2.5.3 Retention through Online Dictionaries  40-41
  2.6 Dictionary Use and Vocabulary Retention  41-45
Chapter Three A Qualitative Analysis of the Online OALD8  45-65
  3.1 Macrostructure of Online OALD8  45-50
    3.1.1 Colors  47-48
    3.1.2 Hypertext Architecture  48-49
    3.1.3 Advertisements  49
    3.1.4 Social Networking Platforms  49-50
  3.2 Microstructure of Online OALD8  50-60
    3.2.1 Definitions  50-52
    3.2.2 Decoding and Encoding via Usage Notes  52-54
    3.2.3 Defining by Synonyms and Antonyms  54-55
    3.2.4 Treatment of Polysemy and Homonymy  55-57
    3.2.5 Pictorial Illustrations  57-59
    3.2.6 Pronunciations and Cross-References  59-60
  3.3 Online OALD8 versus Online OAAD  60-65
    3.3.1 Interface  60-61
    3.3.2 Choice of Vocabulary  61-62
    3.3.3 Symbols and Information Organization  62-63
    3.3.4 Other Information  63-65
Chapter Four An Interactive Model for Vocabulary Retention  65-77
  4.1 Semantic Approach to Enhance Retention  66-67
  4.2 Learner-Centered Approach to Enhance Retention  67-70
    4.2.1 Personalized Example Sentences  67
    4.2.2 Enhancement of Positive Transfer  67-68
    4.2.3 Incorporation of Practice and Rehearsal  68-70
  4.3 Definitional Approach to Enhance Retention  70-71
  4.4 Online Learning Strategies to Enhance Retention  71-73
  4.5 Appropriate Dictionary Use to Enhance Retention  73-77
Chapter Five Conclusion  77-82
  5.1 Major Findings  77-79
  5.2 Limitations of the Present Study and Suggestions for Future Research  79-82
References  82-90
Acknowledgements  90

构建在线学习型词典的互动模式-以定性分析在线《牛津高阶英语词典（第八版）》为例

内容摘要

全文目录

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