摘要
本文报告了对125名英语专业学生所做的一次定量研究,目的在于研究受试在四年本科学习中英语认知词汇的具体发展模式。实验数据表明,四年中受试的认知词汇呈现出阶段性线性发展的特点,与母语使用者的词汇增长一样具有很强的规律性。此外,每一学年认知词汇的增长也具规律性,并非无序而不可预知。结合国外相关研究成果,我们发现英语学习的第六年是母语使用者与二语学习者共有的临界点,在此之前词汇的增长是缓慢且不规则的。
This paper addresses the problem of passive vocabulary development in Chinese EFL learners.Statistics from current and previous empirical studies suggest that L2 learners’ passive vocabulary development bears great semblance to that of L1 speakers.Both L1 and L2 speakers witness a linear development in their passive vocabulary acquisition,preceded by a phase of irregular and unpredictable growth.Data obtained also lead us to reject the generally-held misconception that passive vocabulary acquisition is random and irregular.With the availability of L1 data,we manage to identify the sixth year of English learning as the critical point in vocabulary development.
出处
《外国语言文学》
2006年第4期244-249,共6页
Foreign Language and Literature Studies
