| 论词源教学对于词汇深度知识习得的意义 |
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| 引用本文： | 丁宁.论词源教学对于词汇深度知识习得的意义[J].教学研究(河北),2008,31(6):529-532. |
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| 作者姓名： | 丁宁 |
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| 作者单位： | 浙江师范大学外国语学院,浙江金华321004 |
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| 摘 要： | 在传统的词汇教学观和学者们对二语词汇量研究的影响下，我国的英语学习者大多认为掌握了一个单词的发音、拼写和一两个主要的汉语意义就算掌握了一个单词，片面追求词汇量的扩大。20世纪90年代“词汇深度知识”这一概念的提出为英语词汇教学带来了新的启发。词汇知识是由多层面、多维度组成的集合体，因此词汇的教与学绝不仅仅是单纯的音形和主要的汉语释义的教学。Nation关于词汇知识的四个层面、八个方面、两种能力的划分成为词汇深度知识研究的参考框架。在本文中，作者试图探讨一种促进词汇深度知识习得的途径——词源教学。
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| 关 键 词： | 词汇教学 词汇深度知识 词源教学 |
Significance of etymology teaching for in-depth vocabulary knowledge learning |
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| DING Ning.Significance of etymology teaching for in-depth vocabulary knowledge learning[J].Research in Teaching,2008,31(6):529-532. |
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| Authors: | DING Ning |
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| Institution: | DING Ning (College of Foreign Language,Zhejiang Normal University,Jinhua,Zhejiang,321004,China) |
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| Abstract: | Under the influence of the traditional notions of vocabulary teaching and the research of the vocabulary made by the scholars, most of the English learners in China believe that to know the pronunciation, spelling and one or two major Chinese mean- ings means to master a word and they devote themselves to enlarging the vocabulary size. The concept of in-depth vocabulary knowledgeput forward in 1990s shed new light on English vocabulary teaching and learning. Vocabulary knowledge is a set consisting of multi... |
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| Keywords: | vocabulary teaching in-depth vocabulary knowledge etymology teaching |
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