“读—记—仿—创”四位一体教学模式对大学生英语词汇能力的影响

A Study of the Influence of “Reading, Memorizing, Imitating and Creating” Teaching Mode on College Students’ English Lexical Competence

提高大学生的英语词汇能力是大学英语教学的重要研究课题。基于模因复制特点以及二语的输入、内化、强化和输出的习得规律,构建了"读—记—仿—创"大学英语词汇课堂教学模式,并采用课堂实验研究和访谈等方法来验证该教学模式对学生词汇能力提高的有效性,研究结果发现:"读—记—仿—创"的大学英语词汇课堂教学模式对词义、同义词和同构词三类词汇知识的产出性能力和接受性能力的提高具有显著性,对学生的词汇搭配能力有提高但没有显著性。因此,在今后的教学中,教师一方面可以指导学生通过阅读进行词汇学习,引导学生构建新旧词汇语义网络以及在模仿的基础上进行语言创新;另一方面,要加强词组搭配理据讲解,使学生通过横组合关系和纵聚合关系深度挖掘词汇知识,提升他们的词汇搭配能力。

Improving college students’English lexical competence is an important research topic in college English teaching.Based on the characteristics of meme replication and the acquisition rules of second language input,internalization,reinforcement and output,this study constructs a college English vocabulary classroom teaching mode of"reading-memorizing-imitating-creating"teaching mode,and verifies the effectiveness of the teaching mode in improving students’lexical competence through classroom experimental research and interview methods.The results show that the teaching mode has a significant effect on the improvement of the students’productive and receptive ability of three kinds of vocabulary knowledge,i.e.word meaning,synonym and isomorphic words.And it improves the students’vocabulary collocation ability,but there is no significance.Therefore,in the future teaching,on the one hand,teachers can guide students to learn vocabulary through reading,build semantic network of new and old words,and conduct language innovation on the basis of imitation.On the other hand,it is necessary to strengthen the explanation of the motivation of the vocabulary collocation,so that students can probe into the vocabulary knowledge deeply through the syntagmatic and paradigmatic relationship to improve their vocabulary collocation ability.