词汇习得的输出性策略实证研究——以新学词汇写日记为例  

An Empirical Study of the Output Strategies of Vocabulary Acquisition:Learning Vocabulary through Writing Journals with Newly-learned Words

作　　者：周洁[1] 

机构地区：[1]广东外语外贸大学,广州510420

出　　处：《广东外语外贸大学学报》2009年第5期27-30,共4页Journal of Guangdong University of Foreign Studies

摘　　要：本文以Nation词汇习得的产出知识为理论依据,通过对大学非英语专业一年级的两个平行班三个阶段的实验发现,学生用在课堂上学过的新词写日记,能够促进词汇的习得。实验表明:用新学的词写日记能延长词汇在大脑的记忆,而且在遇到同一语境的情况下,这些词汇能在学习者的大脑被激活并被恰当地运用。通过写日记学习词汇比传统的、只听老师在课堂对词汇的解释然后做词汇练习更有效。This paper is based on Paul Nation＇s vocabulary acquisition theories. The author conducts a study of promoting the first year non-English majors＇ vocabulary acquisition through writing journals with the words they have newly learned. The result shows that the learners, by using the new words to write journals, can retain more words in their memory and can also put them into use automatically in the same context. Learning vocabulary through writing journals is more effective than just listening to the teacher＇s explanation and doing vocabulary exercises.

关 键 词：词汇习得 日记 输出 

分 类 号：H313[语言文字—英语]