大学英语词汇刻意学习、附带习得及其混合式学习策略研究

李 慧
中南林业科技大学外国语学院

摘要


本研究的目的是探讨在大学英语课堂教学中，刻意词汇学习、附带词汇习得或两者的结合学习策略，哪一种最能使大学生有效学习和留存英语词汇。本研究分别选择3个实验组和3个对照组。所有组都在教学指导后进行学前预测试和学后即时测试，实验组在即时测试后35天进行词汇留存延迟测试。三个实验组接受了刻意的、附带的或混合的教学干预，而三个对照组没有接受词汇学习指导。结果表明，混合指导组的表现优于其他两组，词汇保留时间长于其他组。附带词汇习得排名第二，刻意词汇学习排名第三。由此得到大学英语课堂有效的词汇学习策略和教学启示。

关键词


刻意词汇学习；附带词汇习得；混合式词汇教学；词汇留存

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参考


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