可理解性输入对大学生英语词汇习得的作用  

On the Role of Comprehensible Input in the University Students' Vocabulary Acquisition

作　　者：邓跃平[1] 

机构地区：[1]长沙理工大学外国语学院,湖南长沙410076

出　　处：《青海师范大学学报（哲学社会科学版）》2007年第1期118-121,共4页Journal of Qinghai Normal University(Philosophy and Social Sciences Edition)

基　　金：湖南省教育厅资助科研项目(04C128)

摘　　要：美国语言学家S.D.Krashen的二语习得理论五个假设对我国大学生外语环境下习得词汇有指导意义。有3,000以上词汇基础的大二以上学生加大课后以获取信息为目的的自主阅读量,即进行可理解性自然语言阅读输入,不仅能有效增加词汇量,而且能有效提高已知词汇的运用能力。The five hypotheses of American linguist Krashen＇ s second language acquisition theory can be significant in guiding the Chinese university students＇ vocabulary acquisition under the foreign language teaching environments. It helps not only to increase the amount of vocabulary, but also improve the ability of using the known words for the university students who have already known at least about 3,000 English words to have more comprehensible reading input by reading a variety of natural English materials focusing on the information rather than on the vocabulary itself.

关 键 词：词汇学习 词汇习得 可理解性输入 外语环境 

分 类 号：H313[语言文字—英语]