摘要
本文是对课堂环境下二语词汇深度 (vocabularydepth)习得或二语词汇知识 (wordknowl edge)习得的横向调查。本研究力图从“深度”的层面来探索二语词汇知识 (如意义、词缀 )习得的发展路径或具体特征。本文的受试分别代表了四种不同英语水平的学习群体。然而 ,他们在接受本研究 1 0个高频词深度习得检测中所获得的结果却反映了二语词汇知识习得的复杂性和不一致性。本研究结果及发现不仅能弥补“宽度”研究的不足 ,而且对现时的外语教学、二语习得及词汇习得理论的建立具有一定的启发作用。
This is a cross_sectional quantitative research on L2 vocabulary depth (or knowledge) across Chinese EFL learners of four different proficiency levels. The present paper has its focus on the two dimensions(or types)of word knowledge: meaning and affix. It aims to find out and offer a clear illustration of the possible developmental routes or characteristic patterns of lexical knowledge of English high_frequency words in terms of 'productive' vs. 'receptive' abilities. The results are analyzed on the statistic basis and some speculations are put forward.
出处
《外语教学与研究》
CSSCI
北大核心
2001年第6期436-441,480,共7页
Foreign Language Teaching and Research
