摘要
本研究旨在考察生词注释及意向性对中国学习者在阅读中习得英语词汇的作用。研究结果表明：中文注释和意向性对中国学习者在英语阅读中的词汇习得都产生了明显的促进作用,并且两者的交互作用更有利于促进中国学习者在阅读中习得英语词汇。文章在实证研究结果的基础上,从教育学和认知心理学的角度建议教师在进行英语阅读教学时,在培养学生猜词策略的过程中,应注重阅读材料的选取,并适当给生词加注。同时,教师要带动和帮助学生进行有意学习,使其在广泛的阅读中不断增加词汇信息的积累,不断提高对英语词汇的认知和理解能力。
This paper aims to investigate the effects of gloss and intention on Chinese learners＇ acquisition of English vocabulary through reading. The experimental results reveal that both gloss and intention have significant positive elfects on English vocabulary acquisition, and gloss can help the students learn new vocabulary, especially when learning is intentional. Based on the research findings, the authors propose that English teachers should choose reading materials carefully and offer glosses to some of the new words while developing the students＇ guessing strategy in reading competence training. Moreover, it is necessary for English teachers to guide and help the students to learn English new words and enlarge their vocabulary intentionally.
出处
《山东外语教学》
2007年第3期48-53,共6页
Shandong Foreign Language Teaching
关键词
生词注释
意向性
阅读
英语词汇习得
gloss
intention
reading
English vocabulary acquisition
