理工科大学生课堂环境下二语词汇能力发展研究  

Research on Second Language Vocabulary Ability Development in Engineering College Students' Classroom Setting

作　　者：王婷[1] 文慧[1] 

机构地区：[1]太原科技大学外语系,山西太原030024

出　　处：《长春理工大学学报（社会科学版）》2011年第1期126-129,135,共5页Journal of Changchun University of Science and Technology（Social Sciences Edition）

基　　金：山西省软科学基金(2010041062-04)

摘　　要：通过以接受性词汇量、产出性词汇量、词汇深度知识为词汇能力的三个维度,调查了理工科大学生在课堂环境下经过两年的英语学习词汇能力的发展过程。研究结果发现,经过第一学年的课堂英语学习,他们的接受性词汇量和词汇深度知识都得到了显著发展,而产出性词汇量却没有得到发展。而在经过第二学年的学习后,词汇能力的三个维度都得到了显著发展。接受性词汇量、产出性词汇量与词汇深度知识在不同的学习阶段均有显著相关。Based on the three dimensions of lexical competence： receptive vocabulary, productive vocabulary and depth of vocabulary knowledge, the present research in the paper explores the development of lexical competence of tertiary-level college students in classroom setting during the first two years. The research revealed the following results： 1. After a year＇s classroom English teaching, the receptive vocabulary amount and depth of vocabulary knowledge have increased while their productive vocabulary does not make progress. 2. During the second year, the three dimensions of lexical competence among subjects have been improved. 3. Correlation relationship is found to exist among receptive vocabulary, productive vocabulary and depth of vocabulary knowledge.

关 键 词：词汇能力 接受性词汇 量产出性词汇量 词汇深度知识 

分 类 号：H319[语言文字—英语]