摘要
本研究探索两种不同的词汇呈现方法对词汇习得的影响。80名学生参与实验,他们通过前后两轮不同顺序的语义相关和语义无关两种词汇呈现方法的交替进行学习4组词汇,并分别进行即时和延时测试。研究结果证明,语义无关词汇的共同呈现比语义相关词汇的共同呈现更有助于词汇习得。作者从语义网络模型、干扰理论、激活扩散模型和抑制机制的角度进行解释,并提出对外语教学的启示。
This paper makes a critical evaluation of the Chinese-English translation test papers of TEMS（2009）in terms of Chinese and English contrastive analysis in language and rhetoric with a view to shedding light on some common problems in the test in specific and on the teaching of translation in the course ＂Chinese-English Translation ＂ in general. The study indicates that the assessment criteria of a Chinese-English translation in terms of Syllabus for TEM8 have to cover two aspects of the correctness and the effectiveness of the English version, of which the former is related to language and the latter to rhetoric.
出处
《外语教学理论与实践》
CSSCI
北大核心
2009年第4期18-23,23,共6页
Foreign Language Learning Theory And Practice
