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在现行的高校英语教学机制中,如何进行词汇教学一直是大学英语课程教学改革当中一个极其重要的环节。本人对广东技术师范学院天河学院非英语专业二年级216名学生进行了为期一年的词汇跟踪测试。通过相关研究,众多国内外学者、专家关于非英语专业学生被动词汇量与主动词汇量之间存在的一般规律得以验证。本文试图探索非英语专业学生控制性主动词汇,自由主动词汇,被动词汇之间的相互关系及发展规律,对大学英语教学机制中非英语专业被动词汇与主动词汇教学中存在的问题提出了相应的策略,即:现有外语教学体制在逐步重视主动产出式能力的培养的同时,教师应当丰富教学内容,灵活巧妙地增加被动词汇的输入,以促进学习者被动词汇向主动词汇的有效转化。
In the current college English teaching mechanism, how to carry out vocabulary teaching has always been an extremely important link in the teaching reform of college English curriculum. I conducted a one-year lexical tracking test on 216 students of Year 2 of non-English major at Tianhe College of Guangdong Polytechnic Normal University. Through relevant researches, many domestic and foreign scholars and experts verify the general rules existing between non-English majors’ passive vocabulary and active vocabulary. This paper attempts to explore the relationship between non-English majors’ active control vocabulary, free initiative vocabulary and passive vocabulary and its development law, and puts forward the corresponding problems in the teaching of non-English majors in passive vocabulary and active vocabulary teaching Strategy, that is: while the existing foreign language teaching system gradually emphasizes the cultivation of active output ability, teachers should enrich the teaching contents and flexibly and skillfully increase the input of passive vocabulary so as to promote learners’ effective conversion from passive vocabulary to active vocabulary.