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外语系98级学生参加了河北省英语专业水平测试,通过对试卷进行抽样分析,从整体上看,学生在语音、阅读理解方面相对较好,而在词汇、听力与写作方面较差.应该强调词汇教学和听力与写作的基本功训练. 相似文献
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本研究以云南师范大学英语专业大三学生为调查对象,对英语专业学生英语词汇学习使用状况进行了分析和调查。调查发现,英语专业学生词汇学习的整体水平不高,其中元认知策略,认知策略和记忆策略水平较低,重视程度不够,词汇学习的整体效率较低。基于调查结果,本文从提高学生的学习策略和培养学生自主学习能力两方面提出了改善英语专业学生词汇学习现状的策略和建议。 相似文献
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王秀丽 《呼伦贝尔学院学报》2023,(5):142-148
为明晰学习者坚毅品质和词汇策略对词汇水平的影响机制,本研究采用Alamer二语坚毅问卷、O’Malley&Chamot词汇学习策略问卷及Schmitt词汇水平测试调查分析非英语专业学生二语坚毅水平、词汇学习策略对词汇水平的影响。研究结果显示：二语坚毅不仅直接影响词汇水平,还通过词汇元认知策略中介以及元认知策略、认知策略的链式中介间接影响词汇水平。 相似文献
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采用滚雪球抽样,对丽水市城区居民共500人进行了调查,分析了居民环境意识状况,发现环境意识水平与受教育水平、经济水平以及职业密切相关. 相似文献
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留学生汉语词汇课的性质和定位 总被引：1，自引：0，他引：1
为了明确留学生汉语词汇课的性质和定位,了解留学生学习汉语词汇课的情况,我们对北京语言大学汉语学院选修词汇课的学生进行了调查。调查在1999年和2003年各进行了一次,一共收回71份答卷。我们的调查围绕学生的词汇基础知识水平、为何选择词汇课、对词汇课的期待和要求、对教材的认识和看法等九个方面进行,统计结果显示:(1)绝大部分学生选修词汇课是想扩大词汇量,提高实际运用汉语的水平。(2)选修词汇课的学生的语言知识背景非常欠缺。对于词汇知识,除掌握几个简单的“同义词”、“贬义词”等概念外,基本不了解系统的汉语词汇知识。(3)绝大… 相似文献
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为揭示足球科学研究的社会调查方法运用存在的问题,运用文献法、统计法和逻辑法对中文核心体育期刊刊载的85篇采用了社会调查方法的足球论文进行调查与分析.结果发现,与社会调查的规范操作要求相比,样本论文在运用社会调查方法时,总体、抽样框、抽样方法、回应率和无回应分析等方面的操作还存在着较大的差距.研究认为,只有提高社会调查的操作水平和质量,并且重视社会调查的报告与披露问题,才可能提高我国足球科学研究的社会调查方法运用水平. 相似文献
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本文对高中学生英语词汇水平进行了调查研究。结果显示,高中学生词汇量在1800—2800个之间,低于新课程标准对高中词汇的要求;各年级学生在词汇水平上存在显著差异;学生词汇量每年持续增长,但增长速度过慢;女生词汇水平显著高于男生。 相似文献
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词汇在英语学习和教学中非常重要,它是学习英语的基础,但许多学生反映词汇难记,今天背明天忘,导致对英语缺乏信心。在词汇教学课堂上,大多数教师以自身为主向学生灌输词汇知识,没有调动学生自身的主动性和积极性,导致词汇教学的沉闷和低效率。笔者通过探索学习策略,根据研究者对学生学习策略的调查研究及对学生词汇学习的观察,发现学生在词汇学习上存在的问题,并在此基础上提出教师应调整学生学习策略,开展以学生为中心的词汇教学,从而减少词汇教学的盲目性,提高学生学习词汇的积极性和效率,进一步提高学生的英语成绩。 相似文献
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Samuel Abudarham 《Educational studies》1997,23(1):127-143
As part of a doctoral investigation, the receptive lexical proficiency of 392 Dual Language primary schoolchildren in Gibraltar, was compared with English monoglot norms based on a currently used test of receptive vocabulary, i.e. the British Picture Vocabulary Scales (BPVS), which was standardised on monoglot English speaking children in Great Britain. The subjects’ lexical proficiency was measured in their first language (Gibraltarian Yanito Spanish) and in their second language (English). Their receptive conceptual vocabulary was also calculated. Their lexical proficiency in each of these linguistic variables was then compared with the published BPVS ‘norms’. The results indicated that only a small number of children's lexical proficiency in Spanish and in English was within the BPVS ‘normal’ limits. When, however, their conceptual vocabulary was compared to the BPVS norms, a larger number of children fell within the ‘normal’ limits i.e. standard score of 85 or more. It was concluded that the practice of assessing the lexical proficiency of Dual Language (Gibraltarian) schoolchildren by the use of tests standardised for monoglots is invalid and unreliable, even when their conceptual vocabulary is used as the measure of their receptive lexical proficiency. 相似文献
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Jeannette Mancilla-Martinez Jennifer Wallace Jacoby 《Early education and development》2018,29(4):563-580
Research Findings: This longitudinal study investigated the Spanish vocabulary development of dual-language-learning (DLL) children (N = 150) from Spanish-speaking, low-income, predominantly immigrant homes who were enrolled in a state-funded preschool program that provided instruction in Spanish. Children’s Spanish vocabulary trajectories were examined, as were patterns of co-occurring risk. In addition, the relation of individual and cumulative risk factors at preschool entry on Spanish vocabulary development was explored. Findings reveal that, on average, children’s receptive Spanish vocabulary skills, which started below age-level norms at the beginning of the preschool year, grew to surpass age-level norms by the end of the year. These gains were made despite children facing, on average, eight risk factors. The investigation of patterns of co-occurring risk and the effect of individual risk factors on Spanish vocabulary outcomes reveal that some social risk factors, such as having an unemployed parent, might function as a protective factor in this population. Practice or Policy: This study paves the way for future work in determining the role of native-language instruction for supporting language growth among DLL children. In addition, it expands the research literature on the nature and influence of social and economic risks in this population of children. 相似文献
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Research Findings: In order to identify the active ingredients in an effective professional development intervention focused on enhancing preschool vocabulary instruction, this study examines the frequency with which teachers and children discussed theme-related vocabulary words during shared book reading. Head Start teachers received 1 year of training focused upon early vocabulary development. Children's vocabulary skills were assessed in the fall and spring of the school year. In spring, teachers read a storybook to their classroom, and teachers’ and children's remarks about theme-related vocabulary during the reading—including contextualized and decontextualized statements as well as verbatim repetitions of one another's statements—were coded. Practice or Policy: Results of multilevel models showed that more frequent references to thematic vocabulary by teachers were linked to stronger child vocabulary development. Although children's vocabulary references were not uniquely predictive of vocabulary learning, teachers’ repetition of children's remarks contributed to children's vocabulary gains. 相似文献
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词汇习得一直是英语教学领域探讨的话题。人们对语言输出的作用也一直存在争议。输出是习得的结果还是习得的原因？在Swain提出的＂输出假设＂的理论指导下,通过实证研究的方式本文探讨了口语输出对词汇习得的影响。实验结论如下：（1）口语输出任务比输入任务更能促进词汇习得。（2）教师反馈的口语输出任务组在短时间内的产出性词汇能力比输入任务组和口语输出任务组都要强,但是在延时后测时并不是表现最强的。（3）三个组的接受性词汇能力都要强于产出性词汇能力。（4）注意和语言使用是语言学习的重要因素。该实验为Swain的输出假设提供了实证支持,并对英语词汇教学以及教师反馈有着积极的作用。在教学中,教师应该增加学生的口语输出和提高教师反馈效果。 相似文献
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A longitudinal investigation of the role of quantity and quality of child-directed speech in vocabulary development 总被引：1，自引：0，他引：1
Rowe ML 《Child development》2012,83(5):1762-1774
Quantity and quality of caregiver input was examined longitudinally in a sample of 50 parent–child dyads to determine which aspects of input contribute most to children’s vocabulary skill across early development. Measures of input gleaned from parent–child interactions at child ages 18, 30, and 42 months were examined in relation to children’s vocabulary skill on a standardized measure 1 year later (e.g., 30, 42, and 54 months). Results show that controlling for socioeconomic status, input quantity, and children’s previous vocabulary skill; using a diverse and sophisticated vocabulary with toddlers; and using decontextualized language (e.g., narrative) with preschoolers explains additional variation in later vocabulary ability. The differential effects of various aspects of the communicative environment at several points in early vocabulary development are discussed. 相似文献
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Research Findings: The present study investigated the social and cognitive precursors of vocabulary knowledge in 239 Turkish preschoolers both concurrently (Time 1 [T1] Mage = 53.29 months, SD = 10.19) and subsequently 1 year later (Time 2 [T2] Mage = 65.40 months, SD = 10.55). We examined the role of parenting behaviors by focusing on emotional and stimulation aspects of parenting (maternal warmth and inductive reasoning) and children’s inhibitory control skills in vocabulary comprehension. The results showed that T1 maternal warmth was linked with neither concurrent nor subsequent vocabulary knowledge, whereas T1 maternal inductive reasoning predicted vocabulary knowledge 1 year later. On the other hand, T1 inhibitory control predicted vocabulary knowledge at both time points, even when the child’s age and SES were controlled. T1 vocabulary knowledge mediated the links from T1 inhibitory control and SES to T2 vocabulary knowledge. The findings highlighted that parenting, children’s regulation skills, and broader contextual variables (SES) are all involved in the development of children’s vocabulary knowledge. Practice or Policy: The findings provided a nuanced understanding of the relation between aspects of parenting and vocabulary knowledge by showing that not maternal warmth but inductive reasoning is crucial for enhancing word comprehension of preschoolers. 相似文献
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马晶 《辽宁教育行政学院学报》2012,29(3):55-57
词汇学习是外语学习的重要组成部分,词汇附带习得作为词汇学习的一种新方法,对外语学习者有较好的帮助。这里介绍了词汇附带习得理论和影响其实施效果的若干因素,提出了该理论在教学实践中应注意的问题,以期对大学英语词汇学习有所启示。 相似文献
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This study investigated the relation between teachers’ (N = 22) use of sophisticated and complex language in urban middle‐school classrooms and their students’ (mean age at pretest = 11.51 years; N = 782; 568 language minority and 247 English only) vocabulary knowledge. Using videotaped classroom observations, teachers’ speech was transcribed and coded for their total amount of talk, vocabulary usage, and syntactic complexity. Students’ vocabulary skills were assessed at the beginning and end of the school year. Results showed variation in students’ vocabulary skills and teachers’ language use. Hierarchical linear modeling techniques revealed that after controlling for classroom and school composition and students’ beginning‐of‐the‐year scores, students’ end‐of‐the‐year vocabulary skills were positively related to teachers’ use of sophisticated vocabulary and complex syntax, but not teachers’ total amount of talk. 相似文献