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以输出型词汇发展理论为基础,对代表初、中、高三组英语水平的受试者进行了实证研究,考察了外语课堂环境下学生的输出型词汇发展模式。调查发现:在英语学习的初期阶段,各类词汇知识中以词义知识的发展最为迅猛,同义词、派生词和搭配知识也有适度发展,但速度不及词义。语言水平到达中级时,词义知识发展明显变缓,其它词类知识相较于前则发展速度较快。当受试者的语言水平由中级达到高级阶段后,以上四类词汇知识均处于停滞不前的状况,即出现了词汇学习的高原现象。
Based on the theory of output-based vocabulary development, this study conducts an empirical study on subjects who represent the first, middle, and upper three English proficiency levels and examines the students’ output-based vocabulary development in foreign language classrooms. The survey found that in the early stages of English learning, the development of the word meaning knowledge is the most rapid in all kinds of lexical knowledge, while the synonyms, derivative words and collocation knowledge also develop moderately, but at a slower pace than the word meaning. When the language level reaches the intermediate level, the development of word meaning knowledge slows down significantly, and the development of other word types is faster than before. When the language level of the subject reaches the advanced stage from intermediate level, the above four kinds of vocabulary knowledge are in a state of stagnation, that is, the plateau phenomenon of vocabulary learning appears.