交际法教学中词汇的直接学习与间接学习

Direct and indirect L2 vocabulary learning in the communicative approach,

交际教学法推崇词汇的间接学习 (注意力集中在语言信息上而不仅是词汇上的学习 ) ,不赞成脱离交际情景的纯粹语言形式的学习。本研究通过大学英语专业一、二年级各三个平行班为期 2周的交际英语教学实验发现 :在交际教学法间接学习的基础上增加直接学习 (注意力集中于词汇的学习 ,如查词典、做词汇练习 )有助于学习者 (尤其对较低水平的学习者 )的词汇产出能力 ;直接学习是间接学习的有效补充。

In direct vocabulary learning, the learners do exercises and activities that focus their attention on vocabulary, while in indirect vocabulary learning, the learners attention is usually focused on the message. The communicative approach to language acquisition emphasizes the indirect, implicit, incidental learning of vocabulary. Our research question is: Is direct learning helpful apart from indirect learning in the communicative approach? Our experiment was based on the actual Communicative English class (by Li Xiaoju, 1988) in three parallel groups from Grade One and another three from Grade Two (all majoring in English) in the Guangdong University of Foreign Studies. Our conclusion is: apart from indirect vocabulary learning in the communicative approach to language acquisition, direct learning (doing vocabulary exercises at least) is helpful to learners (at least not so advanced learners in the aspect of vocabulary) in their productive capacity of vocabulary. In short, direct learning is a helpful adjunct to natural indirect learning in context.