目的性词汇教学对英语作文的作用  

The Effects of Explicit Vocabulary Instruction on EFL Writing

作　　者：卢植[1] 

机构地区：[1]暨南大学外国语学院,广东广州510632

出　　处：《暨南学报（哲学社会科学版）》2007年第2期126-129,共4页Jinan Journal(Philosophy and Social Sciences)

基　　金：国务院侨办人文社会科学研究基金2004年度项目<应用认识语言学研究>(批准号:04GQBYB005)

摘　　要：运用词汇评估测验法,先评估了被试的再认性词汇,再要求被试阅读文字材料后进行作文。测验结果表明,目的性词汇教学前后再认性词汇的能产率分别为14.9%和61.6%。目的性词汇教学有利于新学词汇的复用。对目的性词汇教学后的定时作文分析表明:已经再认的复用式词汇的遗忘率较低,但新学词汇大幅下降,保持率仅为59.7%。从作文内容上看,目的性词汇教学之后谴词造句上有明显优势。This study investigates the effects of explicit vocabulary instruction on improving Chinese EFL writing quality. It is indicated that 14.9% of the recognizable words of 21 subjects is productive prior to the explicit vocabulary instruction, and, 61.6% of them is productive after the explicit vocabulary instruction. The explicit vocabulary instruction is helpful to the productive use of the newly-learned words by the EFL learners. The analysis of the writing quality shows that after the explicit vocabulary instruction less recognizable productive words are lost by the subjects but more newly-learned words are lost, the retention of newly-learned words is 59.7%.The content analysis of writing shows the subjects perform better in the post-vocabulary-instruction writing than in the pre-vocabulary-instruction in terms of diction and sentence structuring. It is proposed that the systematic vocabulary instruction should be fulfilled with classroom interaction and negotiation in the process of teaching writing. The psycholinguistic principles are discussed in the article.

关 键 词：目的性词汇教学 再认性词汇 产生性词汇 英语作文 

分 类 号：H08[语言文字—语言学]