深化词汇知识对产出性词汇习得的启示

本文从Lewis等人提出的词汇教学大纲入手,运用词汇深加工原理讨论深加工语言中常见的词形的搭配及类联接对产出性词汇习得的影响。     

二语习得中接受性词汇和产出性词汇的研究

文章利用文献分析的方法,综述了第二语言习得中接受性和产出性词汇的概念、两种词汇的相互关系、两种词汇广度和深度以及提高词汇产出能力的途径等问题的研究现状,为词汇教学提供参考。     

二语接受性和产出性词汇习得及相互关系研究

我国英语教学实践中存在着重接受性词汇,轻产出性词汇的现象,学生在口语和写作中词汇表达能力明显不足。因此区分接受性和产出性词汇的差异,扩大产出性词汇量就显得十分必要。文章介绍了第二语言习得中接受性和产出性词汇习得的研究现状,并从数量、质量和习得顺序三个角度分析了接受性和产出性词汇习得的相互关系,提出了对词汇教学的建议。     

输出假说理论与产出性词汇习得

词汇习得在二语习得具有相当重要的地位,而产出性词汇习得在词汇习得更具重要意义。与接受性词汇相比,产出性词汇是一个不断累积的过程,需要对词汇有更多知识和了解,Swain的可理解输出假设理论强调语言输出对二语习得的重要性,提出了可理解输出假设的功能。这一理论有助于改革传统的词汇教学,为改进词汇教学方法,提高课堂教学质量提供了理论依据。基于这一理论,提出了一种新的词汇教学方法即练习型输出,旨在帮助学生提高产出性词汇。     

二语词汇习得心理表征的产出性词汇能力探究

二语学习者的产出性词汇能力研究是二语习得领域中的薄弱环节。通过分析二语词汇习得在不同阶段的不同心理表征,探寻其背后的形成机制,对症下药,以期找到能促进二语学习者产出性词汇能力发展的方法,减少二语词汇发展中的石化现象,实现大学英语教学改革的目标。     

第二语言产出性词汇习得中存在的问题及对策

产出性词汇是指学习者在写作或口语中能够自由表达出来的词汇,产出性词汇量的大小直接影响交际能力的高低。但是目前我国大学生的产出性词汇量远远少于其接受性词汇量,致使他们的交际能力一直在低水平上徘徊。本文分析了阻碍产出性词汇习得的深层原因,然后根据目前大学英语词汇教学与习得中存在的问题,提出了有助于产出性词汇教学和习得的建设性对策。     

高职院校学生英语产出性词汇习得状况调查--基于Range的分析视角

以扬州市职业大学学生为样本,对高职院校学生的英语产出性词汇习得状况开展实证研究,发现：1.议论文文体的习得水平高于记叙文文体;2.英语专业学生的产出性词汇习得水平并不比非英语专业学生具有明显的优势;3.女生的产出性词汇习得水平不比男生具有明显的优势;4.二年级学生的英语产出性词汇习得水平还略低于一年级学生;5.严重依赖字母A到F开头的单词,过度依赖词汇表的字母顺序来记忆单词,缺乏有效的单词记忆方法。     

产出性词汇和接受性词汇关系述评

文章介绍了第二语言中接受性词汇和产出性词汇的研究背景,讨论了二者的数量关系和质量差异,关注了二者习得的先后顺序,并指出了研究者在该领域进一步研究探索的方向.     

产出性词汇知识发展特征对英语专业教学的启示

产出性词汇是体现学习者英语水平的一个重要因素。英语专业学生的产出性词汇知识发展呈现出一定的特征,这些特征间接地暴露了高校英语专业教学中存在的一些问题,其中非常突出的是学生输出语言、使用语言的机会不足,造成了其产出性词汇知识的贫乏和薄弱,英语专业教学有必要做出调整。     

素材呈现对书面表达产出性词汇的影响

以不同形式对60名英语辅修专业学生进行书面表达测试,尝试从给定素材呈现的变化来探索其对产出性词汇的影响;在对“文字组”和“图片组”的产出性词汇进行丰富性和复杂性分析的基础上,探讨这两种素材类型对学生词汇产出能力的关联因素.结果表明,在产出性词汇丰富性和复杂蛀方面,文字素材组要优于图片素材组.     

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。     

L1 and L2 vocabulary glosses in L2 reading passages: Their effectiveness for increasing comprehension and vocabulary knowledge

This study investigated the effect of vocabulary glossing on recall and vocabulary learning, as well as learners’ preferences as to glossing. Eighty-five native speakers of English studying Spanish at the university level participated. Participants read a Spanish text under one of three treatment conditions: no gloss, English glosses, or Spanish glosses. They then were asked to write what they recalled of the passage, translate a list of the glossed vocabulary, and complete a questionnaire. The translation task was repeated four weeks later. Results showed that glossing did not significantly affect recall for the participants overall, but that those with higher than average proficiency recalled more if they had read a glossed version of the text. Those who had glosses outperformed their peers on the translation task administered immediately after they had read the text. However, this difference disappeared on the retest. Participants expressed preference for glosses, wished that they be located in the margin, and favoured Spanish glosses if they were comprehensible.     

翻译活动对二语词汇附带习得作用的实证研究

运用"投入量假设"的理论,对翻译活动和二语词汇附带习得之间的相关性进行实证研究,考查翻译活动对二语词汇习得的作用与价值。82名高校非英语专业学习者参与了这项实验。在阅读完一篇含有目标词的文章后,他们中的一半做阅读理解和完形填空练习,另一半做英汉互译练习。对受试者进行的即时词汇测试和延时测试的结果表明,翻译练习能够促成二语词汇的附带习得。而且,相对于阅读后做理解题及填空题,翻译练习能够获得更佳的词汇习得效果,尤其在词汇的产出性知识方面。     

Overcoming challenges in learning probability vocabulary

Students can struggle to understand and use terms that describe probabilities. Such struggles lead to difficulties comprehending classroom conversations. In this article, we describe some specific misunderstandings a group of students (ages 11–12) held in regard to vocabulary such as certain, likely and unlikely. We discuss our efforts to help the students use such terms appropriately. In particular, we show how engaging students in a game requiring the use of the terms helped them begin to develop their vocabulary more fully. We also explain how a probability ladder visual organizer helped students begin to organize their thinking about the meanings of terms relative to one another.     

培养英语词汇习得中语块学习意识

首先强调了在英语知识学习中建立语块意识的重要性。介绍了国外语言学家对词汇语块的不同定义,并简要分析了语块在教学中的作用和实践。笔者认为,词汇教学上特别是对初学者或者基础相对薄弱的学习者以语块为单位的教学不仅可以培养学生英语学习的准确性和流利性,而且有助于他们语言地道性应用能力的提高。     

Applying spaced practice in the schools to teach math vocabulary

Spaced practice, or the distribution of practice opportunities across time, is a well‐known and effective practice for improving retention. However, spaced practice is not effectively implemented in schools, perhapsl as a result of a lack of educationally relevant research in the area. We conducted an educationally relevant investigation of the spaced practice. Using a quasi‐experimental between‐subjects design, we taught 62 third‐ and fourth‐grade students eight math vocabulary words under two patterns of spaced practice (fixed interval and expanded interval) and massed practice. Results showed a benefit of spaced practice over massed practice, but no difference between fixed interval and expanded interval spaced practice. The findings suggest that spaced practice may be implemented to improve the retention of math vocabulary words; however, more research is needed to provide guidelines to support educators in implementing spaced practice in schools.     

Orthographic facilitation in oral vocabulary learning: effects of language backgrounds and orthographic type

Reading and Writing - Two experiments investigated whether exposure to Chinese characters and pinyin would facilitate oral vocabulary learning for Chinese as a first (L1) and second (L2) language...     

词汇刻意学习与词汇附带习得比较研究

在二语习得领域有两种词汇学习方式:词汇附带习得和词汇刻意学习。国外大量研究表明词汇附带习得是二语词汇学习的主要方式,但是对国内学生而言刻意学习词汇更为熟悉。因此,本文试图对这两种词汇学习方法效果进行比较研究,观测不同的学习方法对于中国英语专业学生的词汇学习有何影响。     

英语词汇学习的合作法实验

词汇教学是英语教学的重要组成部分,是英语学习的基本内容。传统的词汇教学方法枯燥低效,无法满足学生在语言应用上对词汇量的要求。我们将合作学习理论运用到英语词汇教学中,已解决现阶段英语教学的问题,实践表明,合作学习法确实能够提高学生学习兴趣,提高了学习效率。     

Unpacking the hidden efficacies of learning in productive failure

This paper describes a framework for learning where learners undergo experimentations with the phenomena at hand according to progressive and staged goals. Bowling is used as a case study in this paper. The premise for experimentations is that learners can experience hidden efficacies, including the formation of “bad habits.” A distinction is made between productivity in learning and performance in terms of learning outcomes. In other words, productivity in learning may not necessarily manifest in successful performance, hence the term productive failure. To emphasize the need for self-regulation during problem-solving process, we discuss the movements within the productive–unproductive and success–failure dimensions through three-staged self-regulatory processes and draw implications to learning and instruction.