摘要
词汇在语言学习中具有举足轻重的作用,有不少学者对词汇教学进行了研究,但大多关注的是词汇的呈现方式,极少从词根和词缀的体认角度进行教学。有鉴于此,本文以快速扩大词汇量为目的,采用以词根为主、词缀为辅的体认教学法对英语专业一年级的学习者进行词汇教学实验。研究发现,在识别词义方面,基于体认教学法的实验组比传统教学法的控制组表现好得多,表明这种英语词汇体认教学法将大大有助于提高英语词汇教和学的效果。
Vocabulary plays an essential role in language learning. Many researches on vocabulary teaching have been conducted, but most of them have paid attention to presenting modes and few to the perspective of word root and suffix with the Embodied-Cognitive Linguistic(ECL) approach. In view of this, this paper conducts an experiment on vocabulary teaching from the perspective of word root and suffix for the first-year English majors with the ECL approach in aiming to enlarge vocabulary rapidly. The finding is that the experimental group taught with the ECL approach perform much better than the control group with the traditional method, showing that the ECL approach can greatly improve the efficiency of vocabulary teaching and learning.
作者
李瑛
LI Ying(School of Foreign Languages,Xihua University,Chengdu 610039,China)
出处
《山东外语教学》
北大核心
2022年第3期22-30,共9页
Shandong Foreign Language Teaching
基金
国家社科基金项目“类型学视野下的汉语主观化‘左移’现象研究”(项目编号:17XYY019)
西华大学教育教学改革研究项目“英语词汇认知教学研究”(项目编号:xjjg2019103)的阶段性成果。
关键词
英语词汇
体认教学法
词根
词缀
引导词
English vocabulary
Embodied-Cognitive Linguistic approach
word root
suffix
guide word
