课堂环境下非英语专业学生的被动词汇和主动词汇发展研究  

A Study on Non-English Majors' Development of Passive and Active Vocabulary in the Classroom Setting

作　　者：何英[1] 

机构地区：[1]新疆财经大学外国语学院,新疆乌鲁木齐830012

出　　处：《北京第二外国语学院学报》2008年第6期72-78,25,共8页Journal of Beijing International Studies University

摘　　要：本研究通过对新疆师范大学汉语言文学专业2005级82名学生进行为期一年的词汇跟踪测试,试图探索在课堂环境下,非英语专业学生被动词汇与主动词汇的发展变化情况。研究发现,经过一年的英语学习,非英语专业学生被动词汇量、控制性主动词汇量都有所增长,但是自由主动词汇量却没有变化。学生被动词汇的发展与控制性主动词汇的发展都有一定的相关性,但是自由主动词汇的发展与被动词汇、控制性主动词汇的发展都不存在相关关系。同时,一年英语学习之后,随着词汇量的增大,除了2000词频级以外,在其他词频级,学生的被动词汇量和主动词汇量之间的差距均呈增大趋势;并且随着词汇使用频率的降低,学生被动词汇量与主动词汇量之间的差距也越来越大。另外,本研究提出了其对大学英语教学的启示,阐述了该研究的意义及不足。In the present study, the subjects are 82 Chinese majors enrolled into Xinjiang Normal University in 2005. Based on the longitudinal study, this study intends to present a complete picture of the passive and active vocabulary knowledge of Chinese non-English majors and to explore its development over one year＇ s college instruction. It is found that for non-English ma- jors, both passive vocabulary and controlled active vocabulary progress, but free active vocabulary does not progress apparently. The result also indicates that the scores of passive and controlled active vocabulary correlate with each other and that free active vocabulary, on the other hand, does not correlate with the other two types. It is also shown that the gap between passive and controlled active vocabulary is bigger after one year＇ s study except that on the 2000 word-frequency level. The gap between passive and controlled active vocabulary also becomes bigger in the same individual with the word-frequency is reduced. In addition, some pedagogical implications of college English instruction can be drawn from this study. At last, signification and limitation of the present study are also discussed.

关 键 词：被动词汇 主动词汇 词汇发展 课堂环境下 

分 类 号：H319[语言文字—英语]