从词源学角度探索医学英语词汇教学策略

Exploration of Learning Method of Medical English Terminology from the Etymological Perspective

医学英语是ESP教学的一个分支,医学英语词汇教学是医学听力、阅读、写作、翻译教学的基础。由于医学词汇起源于学生陌生的拉丁语和希腊语,加之数量庞大,长期以来词汇记忆和背诵一直困扰着学生。本研究把医学词源学知识和医学词汇教学相结合,基于丰富的词源故事,设计开展教学活动从横向上扩充词汇,同时收集播放与医学词源相关的影视片段和图片从纵向上加深学生对词汇的理解。为验证教学效果,随机抽取英语水平相同的两个班为研究对象,一班为实验组,另一班为对照组,期末测试成绩经独立样本t检测P=0.042<0.05,两班测试分数差异有统计意义,证明融入词源学知识的词汇教学能达到更好的教学效果。

Medical English is a crucial branch of ESP (English for Special Purpose). Teaching of Medical English terminology is the basis to facilitate the other teaching such as medical listening, reading, writing and translation. Because medical vocabulary originates from Latin and Greek, which are unfamiliar to students. Besides, the number of medical vocabulary is huge, vocabulary memory and recitation have been bothering students for a long time. This research combines medical etymology knowledge with medical terminology teaching. Based on abundant etymology stories, it designs and develops teaching activities to expand vocabulary horizontaily. Meanwhile, video clips and pictures related to medical etymology are collected and broadcasted to deepen students’ understanding of vocabulary. To verify the teaching effect, two classes with the same English proficiency were randomly selected as the subjects. One class was the experimental group and the other class was the control group. The final test scores were tested by independent sample t (P=0. 042<0. 05). The difference of test scores between the two classes was statistically significant. It proved that medical etymology knowledge could achieve better teaching effect.