大学英语课堂词汇讲解模式的分析与改进

A Study of the Structure of Vocabulary Explanations in College English Teaching

词汇习得一直是国内外二语习得专家和研究人员共同关注的一个话题。二语研究者们现在已取得共识,认为有效的词汇学习应该是无意识的习得和有意识的学习的结合。近来,国内的研究人员对附带词汇习得的实证研究渐兴。然而,关于刻意教授词汇的实证研究几近于空白。本研究旨在填补这一空白。调查了六位大学英语专业精读教师的词汇讲解模式,并分析了其中所反映出来的教学理念。

Vocabulary acquisition has been the shared interest for researchers from both home and abroad in the field of second language acquisition. A consensus has been reached that effective vocabulary learning should be both incidental and intentional. Recently, Chinese researchers have started to engage in empirical studies into incidental vocabulary learning, However, virtually no studies have been done along the line of deliberate vocabulary instruction. This paper attempts to fill this gap. It investigates and analyzes how six English-major instructors for Integrated Reading conducted vocabulary explanation and their epistemologies behind their teaching practices. Based on the findings, some principles have been proposed in order to help language teachers improve upon their ways of explaining lexical items.