基于兰盖克认知理论消解医学生习得医学英语词汇石化现象的策略研究

Research on the strategies of dismissal of fossilization when medical students＇ learning English vocabulary for medical science based on Langacker＇ s cognitive theory

目的基于兰盖克认知理论研究消解医学生习得医学英语词汇石化现象的策略。方法首先，对哈尔滨医科大学大庆校区医学生进行问卷调查，从中探讨出造成医学生习得医学英语词汇石化现象的内外原因和个性差异原因，采用实证研究法分析石化原因，找到消解石化的指导理论。然后，基于兰盖克的意向图式结构理论，探讨出巧记医学英语单词的策略，用“构词记忆法＋联想”记忆较难的、多音节长的医学英语单词；最后，基于兰盖克的隐喻结构理论，研究出第二策略“医学解剖图图谱记忆法”，利用已学的医学知识来巧记在特定医学语境下出现频率高的医学英语词汇，并在特定语境下习得医学英语词汇。结果基于兰盖克的认知理论，探讨出2种消解记忆医学英语词汇石化的策略，为构建相应的医学英语词汇教学提供新教学模式。结论消解词汇石化现象的策略有效地运用到医学英语词汇教学中，使医学生在未来工作岗位中能够通过技巧策略掌握所需要的专业英语词汇，这种记忆词汇技能会使医学生终身受用。

Objective To research the strategies of dismissal of fossilization made by medical students when their learning English vocabulary for medical science based on Langacker＇ s cognitive theo- ry. Methods Three possible causes of fossilization have been identified by using questionnaire at Harbin Medical University （Daqing）. Internal, external factors and the differential individuals existed in their learning levels play a role in fossilization. These factors were analyzed by the empirical research method to find out instructional theory-Langacker＇ s cognitive theory. The first strategy of ＂word building ＋ associa- tion＂ is used to remember those long, difficult and polysyllable medical words based on Langacker＇ s im- age schema theory. The second strategy of ＂medical anatomical maps/profile＂ is used to remember high- frequency medical words in the given context based on Langacker＇ s metaphorical structure theory. Results Based on Langacker＇ s cognitive theory, two strategies of dismissal of fossilization were explored. New teaching model was constructed to solve medical vocabulary teaching. Conclusions The strategies effec- tively are applied into teaching English vocabulary for medical science, by which medical students can grasp English vocabulary for medical science needed in their future work. These techniques can also improve their English levels in their life.