接受性词汇量、产出性词汇量与词汇深度知识的发展路径及其相关性研究

Developments and relationships of receptive vocabulary size, productive vocabulary size and depth of vocabulary knowledge

本文旨在揭示接受性词汇量、产出性词汇量与词汇深度知识的发展路径及其相互关系。某大学英语专业一至四年级学生参加了本次调查。研究结果发现,从一年级到四年级学生的接受性词汇量呈线性发展趋势,而产出性词汇量发展则较为缓慢;词汇深度知识从一年级到四年级发展速度逐渐放慢,到四年级时基本停滞不前;接受性词汇量、产出性词汇量与词汇深度知识在四个学习阶段均有不同程度的显著相关。本文还探讨了这一研究对词汇教学的启示和意义。

This study aims to investigate the developments and relationships of receptive vocabulary size, productive vocabulary size and depth of vocabulary knowledge over three years of formal instruction. Four hundred and twelve English majors from 16 intact classes from Year one through Year four at a university in China participated in a cross-sectional study, and they were tested on the three aforementioned types of lexical knowledge. The results showed that receptive vocabulary size progressed in a linear pattern from Year one to Year four, and productive vocabulary size expanded at a much slower rate than the receptive vocabulary size. Depth of vocabulary knowledge improved from Year one to Year three, but the development stagnated as the subjects moved from Year three to Year four. Receptive vocabulary size, productive vocabulary size, and depth of vocabulary knowledge correlated with each other significantly at the four different learning stages. The results and pedagogical implications of the study were discussed from the perspective of the nature of vocabulary acquisition, the awareness of lexical competence and the English learning environments in China.