论文部分内容阅读
本文采用纸笔测试和问卷调查的方法,考察了词语结构对阅读中词汇学习的影响。结果发现:词语结构影响词语学习效果,与母语为汉语的儿童学习情况一致,偏正结构的词语学习效果显著好于联合结构。词语结构识别会影响词语学习,但其影响力远远小于语素因素的影响力。构词语素的性质影响学习者的结构识别。大部分学习者认为知道一个词的词语结构对词语学习有很大或一定帮助,但在阅读中主动利用词语结构来学习新词的比例很低,绝大多数学习者先猜词义再猜结构。
This paper examines the impact of word structure on vocabulary learning in reading by using the method of paper and pencil test and questionnaire survey. The results show that the word structure affects the effect of word learning, which is consistent with that of the children whose mother tongue is Chinese. The effect of the word structure of the orthodox structure is significantly better than that of the joint structure. Word structure recognition will affect the learning of words, but its influence is far less than the influence of the morpheme factors. The Nature of Morpheme Affects Learners’ Structural Recognition. Most learners think that knowing the structure of a word’s word has great or certain help to the learning of words. However, the percentage of learners who take the initiative to use word structures to learn new words in reading is very low. Most learners guess the meaning of the word again to guess the structure.