认知过程和医学英语词汇教学

Cognitive Process and Medical English Vocabulary Teaching

语言学习和习得的认知机制近年来成为人们研究的热点.面对外语教学和学习中需要解决的种种问题,人们常常试图找到他的心理认知基础.这无疑为我们的第二语言学习研究开拓了视野,也为我们解决问题提供了另一种思路和途径.词汇量的扩充、单词的有效记忆长期以来一直是困扰师生的问题.这个问题在医学英语词汇教学中更为显著.为了解决这些问题,本文试图从认知角度着手,分析学习者的记忆过程,以及引发和影响记忆的因素,把心理语言学的理论有效地应用于课堂教学.提出了打破固有的、传统的单词记忆观念;激发和捕捉学习者的兴奋点;对课文的单词进行合理组织;组织形式多样的课堂活动;借助其它手段等切实可行的建议.最重要的是,教师要鼓励学生培养适合自己的记忆方法,将单词记忆变为主动、自觉的行为.

The cognitive mechanisms underlying language learning and acquisition have been highlighted these years. People are always seeking resolutions for the problems and difficulties in language learning and teaching in a cognitive approach. It undoubtedly widens our view in SLA research and provides us different perspectives and way of thinking in problem solving. Cognition researches are mainly on such pragmatic issues as cross culture communication and metaphor, etc. there are only a few on vocabulary teaching such as and fewer on medical vocabulary teaching. Vocabulary teaching and long term memorization is always a trouble maker for both teachers and students, which is a more prominent problem in medical vocabulary teaching. This paper is to analyze, in a cognitive approach, the memory processes of the learners and the factors which elicit and influence their processes, and such implications can be drawn for classroom teaching as rejecting traditional viewpoint on vocabulary teaching, stimulating and perceiving learners’ excitation points, reasonably organizing the new words, and organizing classroom activities and designing exercises for vocabulary memorization, etc.