策略模式关照下的大学英语课堂教学中的词汇输入环节——以21st College English（Book 2 Unit 4 Text A）的PPT课件为例

在克拉申的语言学习监测模式的基础上,比亚利斯托克提出了策略模式将学习者的语言学习过程定位于四个基本的、带有通用意味的培养阶段。策略模式(SM)完全可以胜任英语词汇教学的指导工作。我们以此为契机进行了多项实验,最终发现学生词汇学习的成功与否与部分输入策略的贯彻、实施密切相关。鉴于此,我们主张整合包括语境熏陶、形态拆分、搭配渗透和预制语块在内的四种策略,采取兼顾形式和功能的做法来精雕细琢课堂教学中的词汇输入环节,以便促使学生周而复始地调动三类知识综合推理,最终保证灵活运用积极词汇的产出质量。

Based on the Krashen's Monitor Model,Bialystok put forward a Strategy Model which includes four common processes for training foreign learners of English.The SM is completely qualified for the guidance work of teaching English vocabulary.We have conducted several experiments in order to find out whether or not students can achieve greater success in learning vocabulary through the implementation of various input strategies.Accordingly,we argue that part of the sub-strategies should be a blend of ed- ification by contexts,morphological cutting-apart,collocational percolation and prefab- rication of lexical chunks in order to formalize and elaborate on the lexical input in class teaching,while addressing both form and function.As a result,students are encouraged to recall three kinds of knowledge,plus comprehensive inference that guarantees the use of their active vocabulary.