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通常意义上的词汇包含了音、形、意三个维度,有的教师简单地认为教会学生读准发音、记得拼写、会造句就是词汇教学的全部。但作为外语教师,词汇教学的内涵是不容忽视的。Nation(2001)提出词汇教学内涵中的形、意、用其实包括了词汇的语音、语义、语用等,每个分项目的内容(如图1)都需要在一定的语境中(即某个话题),依托一定的语篇(即文本)来实现。
In the usual sense, the vocabulary contains three dimensions of tone, form and meaning. Some teachers simply think that the students in the church read the pronunciation correctly, remember the spelling, and the sentence making is the whole of the vocabulary teaching. However, as a foreign language teacher, the connotation of vocabulary teaching can not be ignored. Nation (2001) put forward that the content, meaning and use in vocabulary teaching connotation include the phonetics, semantics and pragmatics of the vocabulary. The content of each sub-project (as shown in Figure 1) needs to be in a certain context A topic), relying on a certain discourse (ie text) to achieve.