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笔者调查了中山学院2006级大学二年级的60名学生在英语写作中词汇运用的情况。调查者是他们日常的英语教师。在相关的阅读教学后,60名学生写了命题作文。写作活动是在阅读教学之后,目的性词汇教学之前进行的。这时只有13.91%的领会式词汇是能产的,而在目的性词汇教学之后增加到了63.62%。日后的写作练习中,认知性表达式词汇并未明显地丧失,但是新学词汇却以62.10%的比率大幅度下降。授课教师也认为目的性教学之后的作文在词汇的选择和句子语法结构上都要好于之前的。系统的词汇教学是基于教师参与讨论的互动教学活动和心理语言学关于词汇教学的理论之上设计的。
The author investigated the use of vocabulary in English writing by 60 students in the second grade of 2006 Zhongshan University. The investigators are their daily English teachers. After the relevant reading instruction, 60 students wrote the proposition composition. Writing activities are carried out after reading instruction and prior to targeted vocabulary teaching. Only 13.91% of the comprehension vocabulary was produced at this time, but increased to 63.62% after the targeted vocabulary teaching. In the writing practice in the future, the cognitive expression vocabulary was not significantly lost, but the new vocabulary was significantly reduced by 62.10%. The teachers also believe that the composition after the purpose of teaching is better than the previous one in terms of vocabulary choice and sentence grammar structure. The system’s vocabulary teaching is based on the interactive teaching activities of teachers involved in the discussion and the theory of psycholinguistics on vocabulary teaching.