论词源教学对于词汇深度知识习得的意义

Significance of etymology teaching for in-depth vocabulary knowledge learning

在传统的词汇教学观和学者们对二语词汇量研究的影响下,我国的英语学习者大多认为掌握了一个单词的发音、拼写和一两个主要的汉语意义就算掌握了一个单词,片面追求词汇量的扩大。20世纪90年代"词汇深度知识"这一概念的提出为英语词汇教学带来了新的启发。词汇知识是由多层面、多维度组成的集合体,因此词汇的教与学绝不仅仅是单纯的音形和主要的汉语释义的教学。Nation关于词汇知识的四个层面、八个方面、两种能力的划分成为词汇深度知识研究的参考框架。在本文中,作者试图探讨一种促进词汇深度知识习得的途径——词源教学。

Under the influence of the traditional notions of vocabulary teaching and the research of the vocabulary made by the scholars, most of the English/earners in China believe that to know the pronunciation, spelling and one or two major Chinese meanings means to master a word and they devote themselves to enlarging the vocabulary size. The concept of ＂in-depth vocabulary knowledge＂ put forward in 1990s shed new light on English vocabulary teaching and learning. Vocabulary knowledge is a set consisting of multi-layers and multi-dimensions, hence the teaching and learning of vocabulary is more than that of pronunciation, spelling and main Chinese meanings. Nation＇s division about the four dimensions, eight aspects and two abilities of the vocabulary knowledge provides us a reference framework to carry out the in-depth vocabulary knowledge research. In this essay, the author tries to explore an approach to promoting the acquiring of in-depth vocabulary knowledge, that is, etymology teaching.