“以读促写”教学对英语学习者书面语词汇丰富性的影响

The Effect of Reading-to-write Teaching on the Lexical Richness of English Learners’ Written Production

本研究通过实验考察“以读促写”教学对英语学习者书面语词汇丰富性的影响。本研究从词汇密度、词汇复杂性以及词汇多样性三个维度测量了词汇丰富性25项指标,较全面地反映了在“以读促写”教学后英语学习者书面语词汇丰富性的发展。结果表明,实验班与控制班在这三个维度的25项指标均有显著差异(p<0.05)。实验班学生写作实词数量和词汇总量均显著增加,写作长度明显更长。复杂词汇和复杂实词数量均显著增加,尤其是复杂动词数量增幅明显。同时,实验班学生写作不同词类发展也比控制班有了更大进步。因此,本研究结果表明,“以读促写”教学对英语学习者书面语词汇丰富性有积极作用。

This experimental study investigates the effect of reading-to-write teaching on the lexcial richness of English learners’written production.The performances of the experimental class(aided by reading-to-write teaching)and the control class(by traditional teaching)were measured and analyzed systematically through twenty-five indices from the perspectives of lexical density,lexical sophistication and lexical variation.The results indicate that twenty-five indices(p<0.05)exhibit significant differences between the experimental class and the control class,which suggests that the experimental class could write longer and the number of lexical words and the total number of words increase significantly.The number of sophisticated words and sophisticated lexical words,and especially the number of sophisticated verbs increase obviously.Furthermore,the experimental class demonstrates more increase in the number of different word types.Therefore,this study shows a positive effect of reading-to-write teaching on the lexical richness of English learners’written production.