教学方法对学生英语词汇习得的影响

Impacts of different teaching methods on students' English vocabulary acquisition

本研究旨在探索两种教学方法对学生词汇习得的不同影响。三组学生中第 1组 (3 0人 )为实验组 ,第 2组 (3 0人 )和第 3组 (90人 )为对比组。教师为第 1组与第 2组提供四篇快速阅读材料 ,对第 2组采用满堂灌的方法教学 ,第 3组只参加测试。在实验组中 ,对阅读材料中的两篇文章采取满堂灌方法授课 ,对另外两篇采用交流阅读的方法。使用两种方法授课的一个月之后 ,从两组文章中各选 2 3个生词 ,加干扰项 ,编成两套词汇选择题来测量各组学生词汇习得差异。统计比较表明 ,新方法能使学生习得更多词汇。学生交流与教师指导结合的课堂教学比起满堂灌的教学更具优势。

The present study attempted to find out whether two different teaching methods would have different impacts on learners' vocabulary acquisition. Three groups of students were chosen: Group One, an experimental class (30 learners); Group Two, a comparative class (30 learners); Group Three, also a comparative group (90 learners). Group One and Group Two were provided with four faster reading passages. Group Two were taught the four passages with a 'duck-feeding' method; Group Three only took vocabulary tests. The experimental group were taught two passages with the 'duck-feeding' method, and another two passages were dealt with by interactive reading. One month after each class, 23 target words were taken from the passages for each session, plus distracters , to form two sets of definition matching tests to measure different group's vocabulary gains. Results shows the new method enabled the learners to gain more new words. This leads us to believe that learners' interaction plus the teacher's assistance is better than the 'duck-feeding'teaching.