大学英语分层教学中中等学生词汇学习认知分析  

Cognitive Analysis of the Average Students’ Word Study in Leveled College English Teaching

作　　者：麻珍玉[1] 刘拴[2] 

机构地区：[1]桂林工学院外语系,广西桂林541004 [2]桂林工学院博文管理学院外语系,广西桂林541004

出　　处：《山东外语教学》2009年第2期72-75,共4页Shandong Foreign Language Teaching

摘　　要：为掌握分层教学中中等学生词汇学习中的障碍与困难，提高词汇学习效率，本文用问卷调查和与相关学生访谈的形式，对某工科院校378名中等学生的词汇学习状况进行了调查。根据调查结果，对学生在词汇表背诵、词汇联想和围绕原型意义延伸词义三方面从认知语言学的角度进行了分析。通过分析，提出了注重外显知识的促进作用和提高围绕原型意义组词的能力的理论探讨。To reveal the average students＇ vocabulary problems and make vocabulary learning more effective in stratification teaching, this thesis first surveyed and interviewed 378 average students in a university of technology on rote memory of the word list, word association and word extension based on prototype. Then it gives cognitive analysis on these three aspects. Through analysis, a theoretical solution is suggested that more attention should be paid to the importance of explicit knowledge and the ability of word organization centered around the prototype.

关 键 词：分层 词汇 认知 

分 类 号：H319[语言文字—英语]