英语词法象似性分析

词汇在二语习得中占着举足轻重的地位,学好英语的关键是掌握和运用大量词汇,而词汇的记忆和应用往往是学外语者尤其是初学者最头疼的问题。由此,文章从词汇的语音、顺序、词形、词义、词源、数量、距离和对称象似性角度来分析词法中的象似性现象,希望通过对英语词法的象似性分析,发现词汇学中隐含的内在象似性规则,使学生能找到学习词汇的有效方法,教师能找到教授词汇的最佳途径。     

Isolated sign vocabulary acquisition by hearing adults: CAI vs. videotaped presentation

The present study was designed to examine receptive learning of 30 ASL signs using two teaching modes. Subjects were 28 college students with normal hearing, naive to sign language, who were trained under computer-assisted instruction (CAI) or through videotaped presentation (VT). The results indicated significantly (p less than .01) higher scores under the VT condition when sign learning and retention were probed three and 10 days after training.     

注释与二语词汇附带习得

本文综述了近年来注释对二语词汇附带习得影响的研究成果,讨论了与研究相关联的心理语言学理论,指出了研究的特点和研究缺陷,并提出了研究成果对二语词汇学习和词汇教学的启示.     

词汇附带习得与英语阅读教学

每一位英语学习者的语言技能的提高与词汇有着密不可分的关系。因此二语学习者的词汇习得也受到广泛的关注。在众多词汇习得的方法中,二语词汇的附带习得尤为受到重视。二语学习者的词汇附带习得发生在听、说、读、写等各种语言技能的培训过程中,其中阅读教学尤为受到重视。因此,在外语阅读教学中,除了培养阅读能力,还要关注词汇的附带习得,促进二语学习。     

语境与第二语言词汇学习

语境条件与无语境条件是第二语言词汇学习中最为常见的两种学习条件。二者孰更适于词汇学习一直是研究者争论的焦点。本文拟对近年来该领域主要的研究结果做简要的梳理,并对需要深入的问题做初步的探讨。     

二语词汇习得的一项实验研究

词汇是构成语言的建筑材料,词汇知识是语言能力的重要组成部分,因此词汇习得已成为许多专家学者和外语教师关注的焦点.文章通过一项实验研究重点探讨以阅读为主要手段习得词汇的可行性.     

英语词汇附带习得的影响因素及其研究

词汇学习在任何语言学习中都至关重要,英语学习也不例外。许多研究者对词汇附带习得都有深入的研究,特别是近几年,对其进行的实证研究越来越多,而研究的基础则是影响词汇附带习得的主要因素。文章从国内外对词汇附带习得的研究回顾、影响词汇附带习得的因素等方面进行探讨。     

英语词汇搭配习得新标准探析

本研究以151名非英语专业大学生为对象,对他们的书面语丈本中出现的动宾搭配进行描述性分析,推出一种新的英语词汇搭配习得衡量标准,并通过分析不同英语水平的学生之间在搭配错误类型方面的异同,试图发现学习者搭配习得的难点所在.结果表明:学习者所犯的错误类型中以动词和名词使用错误最多,其次是介词使用错误,新标准切实可行.     

英语词汇习得中隐喻思维的构建

隐喻不仅仅是一种语言现象,而且是一种思维方式,是人们认识和了解世界的重要工具.隐喻作为认知和语言的纽带,在词汇学习中扮演着不可或缺的角色.在英语词汇习得中构建隐喻思维,无论是理论上还是实践上都具有"革命性"的意义,它能帮助学习者在词汇学习中获得重大突破.     

东南亚留学生习得词汇偏误分析

留学生系的词汇偏误分析是第二语言教学的一个难点,汉语教师们也非常关注。我们通过分析东南亚留学生的中介语语料库,得出大量偏误案例,本文考察了留学生习得偏误的类型,分析了产生的原因,提出了一定的教学策略。     

大学生英语词汇附带习得的可行性及策略研究

词汇附带习得是词汇学习的重要方式之一,传统的背单词表的学习方式已经不能满足学生的学习需求。词汇附带习得日益受到研究者和学习者的青睐。本文的研究目的在于提出有效的词汇学习策略以提高学习者的词汇学习效率,从而提高英语水平。本文从两个方面分析了大学生英语词汇附带习得的可行性,首先大学生拥有足够的词汇量,其次有进行自主学习的能力。本论文重点介绍了大学生进行词汇附带习得的策略:提高词汇重复率,集中学习相关题材的内容,直接学习和间接学习相结合,积极主动进行语言输出,语音表征输入和词形表征输入相结合。     

主题阅读策略在内隐词汇习得中的应用

本文首先对内隐学习理论的定义及特点进行了归纳和分析,接着指出泛读教学中内隐词汇习得的有效性,并提出在阅读教学中采用主题阅读策略可以更有效地促进内隐词汇的习得。     

看产出性词汇习得中的“高原现象”

在二语习得的较高阶段,产出性词汇易于出现"高原现象",即中介语的石化现象。本文主要讨论了这一现象与成因分析以及怎样克服"高原现象",冀在为产出性词汇能力的教学和学习提供参考意见。     

Developmental milestones: sign language acquisition and motor development

The sign language and motor development of 11 young children of deaf parents were studied across a 16-month period. The subjects showed accelerated early language development producing, on the average, their first recognizable sign at 8.5 months, their tenth sign at 13.2 months, and their first sign combination at 17.0 months. In contrast, children learning to speak typically do not attain the equivalent spoken language milestones until 2-3 months later. The structure and content of the subjects' 50-sign vocabularies closely resembled those for children at the same stage in previously published studies of spoken language acquisition. The pattern of synchrony between motor and language development previously reported by investigators of children learning to speak was found not to apply to the population of the present study: most of the subjects learning to sign did not slow down in their rate of language acquisition after achieving a new motor milestone, but rather continued to show a gradual increase in the size of their sign language vocabularies.     

词汇附带习得在阅读中应用研究综述

词汇附带习得(IVA)是词汇学习的一种方式,在L2/FL环境下,它主要发生在阅读中,是阅读带来的一种副产品。文章主要总结了近年来词汇附带习得在阅读方面的应用,基于此对IVA作较完整的探讨。     

英语词汇习得过程中母语干扰防范策略

大众化教育高等学校学生英语词汇语义建构能力和词汇产出能力普遍偏低。针对这种现象,简述了汉语背景下英语词汇习得基本特征,指明母语干扰在习得过程中占有主导地位。排除干扰应坚持重深编码法、防分解储存过分泛用、注重语境作用等原则。就此,提出三大策略——强化干扰意识、开发和利用英语语境、勤查权威辞典文献。     

The efficiency and effectiveness of an interactive videodisc system to teach sign language vocabulary

Forty students enrolled in the course 74.153, Introduction to Sign Language, at Bloomsburg University of Pennsylvania participated in a study using an interactive videodisc system to teach sign language vocabulary. The experimental group (n = 20) learned signs via an interactive videodisc system while the control group (n = 20) learned the same signs through a traditional classroom approach. Results indicated no significant differences between the groups in their ability to recognize signs. In addition, the experimental group took one-third less time to learn as many signs as the control group.     

Keywords and vocabulary acquisition: Some words of caution about words of assistance

Consistent results of two experiments with relatively technical, native language vocabulary, showed that effectiveness of keyword methods depended upon whether meanings of words to be learned were abstract or concrete and whether comprehension was assessed immediately or after a delay. Keywords bearing acoustical similarities to vocabulary items whose meanings were presented as sentences consistently facilitated students’ retention of the meanings of concrete items on immediate posttests. However, in contrast to recent research on foreign language vocabulary having simpler definitions, these experiments showed that it may be difficult to use the keyword method to aid long-term retention with moderately complex. abstract, native language vocabulary. Parts of this study, which was partially supported by the Kansas State University Bureau of General Research, were presented at the Annual Meeting of the American Educational Research Association, Boston, 1980.     

The acquisition of spatial constructions in American sign language and English

Spatial relations in American Sign Language (ASL) are often signed from the perspective of the signer and so involve a shift in perspective and mental rotation. This study examined developing knowledge of language used to refer to the spatial relations front, behind, left, right, towards, away, above, and below by children learning ASL and English. Because ASL is a classifier language in which noun referents are placed into groups, each spatial relation also appeared with person, animal, and vehicle classifiers. Twenty-three children and adults who learned ASL before the age of 5 years and 23 native English-speaking adults and children participated. Both language groups participated in a comprehension task in which they chose which of 2 pictures depicted a signed or spoken relation. Results showed that children learning ASL acquired the constructions for spatial relations that typically involve perspective shifts and mental rotation later than constructions that do not involve these abilities and later than English-speaking children. Children learning ASL did not differ from English-speaking children in learning constructions that did not involve these abilities. Results also suggest that users of ASL initially comprehend spatial relations more accurately with person and animal classifiers than with the classifier for vehicles. The results are relevant to understanding the acquisition of spatial relations in ASL.