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为了探索将框架理论应用于英语词汇教学的可行性,本研究以湖南某一高校的30名商务英语专业三年级学生为教学实验对象,将其随机平均分成实验组和控制组后进行不同的处理:实验组先完成一套练习,然后教师对该套练习进行讲解,讲解当中渗透框架理论的知识,最后该组接受一个词汇测试;而控制组则直接接受同一词汇测试。测试结果显示:实验组的成绩高于控制组,从而验证了在英语词汇教学中应用框架理论的可行性。此外,笔者就如何提高英语专业学生词汇学习的效率提出了三点参考建议:第一,教师可以通过构建框架和范畴的方法教授词汇;第二,学生可以“词以类记”;第三,学生应该扩大知识面。
In order to explore the feasibility of applying framework theory to English vocabulary teaching, this study took 30 third-year students majoring in business English in a certain university in Hunan as experimental teaching subjects, and randomly divided them into experimental group and control group, : Experimental group to complete a set of exercises, and then the teacher to explain the set of exercises to explain the knowledge of the theory of infiltration frame, and finally the group to accept a vocabulary test; the control group is directly accepted the same vocabulary test. The test results show that the experimental group’s score is higher than that of the control group, which verifies the feasibility of applying the framework theory in English vocabulary teaching. In addition, the author puts forward three suggestions on how to improve the efficiency of vocabulary learning for English majors: first, teachers can teach vocabulary by constructing a framework and category; second, students can write " Third, students should expand their knowledge.