摘要
对中职学生善学者与非善学者二语心理词汇进行研究。运用调查问卷、访谈、测试方法采集数据并对数据进行定量和定性分析。研究结果表明词汇成绩从高至低对应的认知风格是:混合型认知风格、反思型认知风格、冲动型认知风格。善学者倾向于在反复思考后处理信息,而非善学者往往通过直觉处理信息。善学者与非善学者在词汇联想策略和反思策略方面具有差异性。善学者倾向于使用反思策略和联想策略。善学者通过语义反应和同一词族反应建立心理词汇联系,非善学者主要通过简单组合反应和语音反应来建立心理词汇联系。本项研究对英语教学的启示作用有:根据学生不同认知风格因材施教、引导学生使用元认知词汇学习策略、处理好词汇形式和意义的关系。
The study on the second language mental lexicon between high-achieving learners and low-achieving learners among secondary vocational school students is conducted.Data were collected by means of questionnaire,interview and test,and qualitative and quantitative analysis was combined to analyze the data.The findings of the research indicate that the corresponding cognitive styles from high lexical scores to low lexical scores are blended style,reflective style,impulsive style.High-achieving learners tend to deal with information after careful reflection while low-achieving learners tend to deal with information through intuition.There is a significant difference between high-achieving learners and low-achieving learners in terms of word-association strategy and reflection strategy.High-achieving learners tend to use association strategy and reflection strategy more.High-achieving learners establish mental lexicon association through semantic responses and the same word family responses,and lowachieving learners establish mental lexicon association through simple syntagmatic responses and phonological responses.The research has significant implications for English teaching:teach students according to their different cognitive style;guide students to use meta-cognitive learning strategy;deal with the relationship between form and meaning well.
作者
刘莉
LIU Li(Liaoning University of International Business and Economics,Dalian 116052,China)
出处
《金华职业技术学院学报》
2020年第2期17-23,共7页
Journal of Jinhua Polytechnic
关键词
中职学生
善学者
非善学者
心理词汇
secondary vocational school students
high-achieving learner
low-achieving learner
mental lexicon
