作　　者： ;

机构地区： 广东外语外贸大学国际商务英语学院

出　　处： 《外语教学》 2003年第6期47-50,共4页

摘　　要： 作为语言基本要素之一的词汇一直是广大外语学习者和外语工作者关注和研究的焦点。然而 ,课堂环境下的二语词汇知识的习得过程和发展模式乃是一个有待注意和探索的问题。本文在实证研究的数据基础上 ,从“产”“接”两个维度分析、探讨了二语词汇知识的阶段性习得特征和发展趋势 ,并试图构拟出课堂环境下二语词汇知识习得和发展的潜在走向 :接受性词汇知识的优先习得→接受性词汇知识的显著、持续发展与产出性词汇知识的少量习得、缓慢发展及词汇各类知识的不平衡发展。这一实证假说将给二语习得研究乃至二语词汇课堂教学带来一定的启示。 The present paper is a report of the empirical research on how L2 word knowledge has developed in the classroom setting in China. More specifically, this study examines how four types of English word knowledge — affix, meaning, word class and idiomatic collocation, change across L2 learners of different proficiency levels both receptively and productively. The quantitative results and analyses showed that both middle-school and university students exhibited far better mastery of L2 receptive word knowledge as compared to productive word knowledge. It is hypothesized that receptive word knowledge is acquired prior to productive word knowledge and improves nearly three times more than the latter, and likewise, the four component types of word knowledge follows a route of unbalanced development. This speculation is assumed to shed light on the research of L2 word knowledge and vocabulary learning in the classroom setting.

关 键 词： 词汇知识 习得特征 发展差异

领　　域： [语言文字]