词语义理据性与大学英语词汇教学的一项实证研究

An Empirical Study on Semantic Motivation of Lexis and College English Vocabulary Teaching

词的理据性思想会促进外语学习者的词汇学习效果,然而缺少实证性研究的支持。本研究通过两组被试(未借助语义分析和借助语义分析教学)进行词汇学习实验。结果显示,两组被试的词汇学习成绩存在显著差异。根据实验结果,本文讨论了教师在词汇教学中启发学生积极联想以及介绍词语典故知识的重要性。实验结果支持了词的语义理据性教学促进词汇学习效果的假设。

Semantic motivation of lexis will make learners＇ vocabulary learning effective, empirical study is not available in it. The experiment conducted is concerning vocabulary teaching between two groups of subjects. The result shows that there exists a significant difference between their learning results. Accordingly teachers＇ role in enlightening learners＇ positive associations and introducing literary quotations of words is highly valued. This experiment verifies the hypothesis that vocabulary teaching in light of semantic motivation is beneficial to college English learners.