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双语推荐：词汇知识深度

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本文借助词汇联想和词汇能力测试对中国英语学习者心理词汇及其词汇知识深度进行了考查,结果显示:在被试心理词汇组织模式中,语义联结处于支配地位,名词、形容词网络构建优于动词,纵聚合知识发展显著,横组合知识发展较缓;心理词汇量与心理词汇组织模式紧密相关,且对词汇知识深度具有重要影响;不同心理词汇量对词汇知识深度的影响各不相同。
Using a free word association task and a vocabulary test, this paper investigated the English mental lexicon as well as the Depth of Individual Word Knowledge (DIWK) of Chinese English learners. The findings reveal that semantic links play a crucial function in subjects’ mental lexicon, and their semantic network of nouns and adjectives is superior to that of verbs, with paradigmatic knowledge growing signiifcantly and syntagmatic knowledge lagging behind; mental lexicon exerts an important impact on subjects’ DIWK development; and the construction of suitable L2 mental lexicon organizational model helps strengthen the semantic links between words and their knowledge, and accelerate context-specific meaning extraction and word association.

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通过定量分析考查了词汇宽度和深度在非英语专业大学生成功推测词义和通过阅读附带习得词汇中的作用。136名被试阅读了含有13个假词的材料并试图推测划线目标词的含义；通过词汇宽度测试（VLT）和词汇深度测试（WAT）分别测量了被试的词汇宽度和深度；用词汇知识量表（VKS）测量了所推测词义的长时记忆。相关分析和多元回归分析表明：词汇宽度和深度与所推测词义的长时记忆呈正相关关系，但词汇深度相关程度更高；词汇宽度和深度得分与通过阅读成功推测词义显著正相关，但词汇深度的预测力更强。
This paper examines the role of lexical breadth and depth in EFL lexical inferencing success through reading in the context of Chinese non -English majors.136 participants read material with 13 pseudo words and were urged to infer the mean-ing of the underlined target words.VLT and WAT were administered to measure the students’ lexical breadth and depth re-spectively.To rate retention of inferred meanings ,VKS was administered with a repeated measure design.Results indicated that both breadth and depth of lexical knowledge correlated positively with long -term recall of inferred word meanings but the lat-ter showed a higher correlation.Besides ,scores of both breadth and depth of vocabulary knowledge had a significant positive correlation with success of lexical inferencing ,but the latter proved to be stronger predictor.

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词汇在英语学习中的基础性作用已经得到人们的普遍肯定，然而中国大学生的词汇学习方法存在诸多问题。学生的词汇量与词汇知识深度之间有着巨大的差距，因而导致了许多词汇的误用甚至整体词汇运用能力的僵化。本文就大学生在英语写作和翻译中词汇运用方面存在的问题进行了分析和诊断，并提出了相应的词汇教学策略。
The basic role of vocabulary in English learning has been generally affirmed, but there are still many problems in Chinese college students'' methods of vocabulary learning. There is a huge gap between the amount of students'' vocabulary and the depth of their vocabulary cognition, resulting in the misuse of many words and even the rigidity of the overall ability of vocabu-lary use. This paper analyzes the problems existing in college students'' vocabulary use in their English writing and translation, and proposes corresponding strategies of vocabulary teaching.

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采用实证方法探索基于计算机辅助语言学习的词汇软件学习模式对大学生词汇学习的效应,以及分析学生对词汇学习软件的态度。结果显示,该学习模式对提高学生的词汇知识的宽度和深度效应均比较明显。同时,学生的词汇学习自主性也得到较大提高,并且对使用词汇学习软件持积极态度。
The study was designed to explore the effectiveness of CALL-based vocabulary program learning mode on vocabulary learning and the corresponding attitude of college students.The results showed that this learning mode has a positive effect on the improvement of English vocabulary learning,as well as the vocabulary learning motivation and autonomy of the students.Also discussed here are some suggestions of the learning mode.

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以词汇习得的特点和规律为支撑,分析了语料库数据驱动任务式教学方法的相关概念,讨论此法运用于实践教学中的具体途径。该教学模式不仅有助于改变以往学生习得词汇的方式,也帮助教师改变以往单一的传授方式,鼓励学生参与教学、自我发现、自我观察,对以教师为中心的传统教学方式向以学生为中心方法的转变具有较好的推动作用。在实践教学中,运用语料库来加强词汇的深度知识,以任务设计和完成为载体,进行探索式、研究式和自主式学习,能使学生获得较好的学习效果。
Supported by the features and rules of vocabulary acquisition ,this paper analyzes the related concepts on the corpus data-driven task-based learning , and discusses the specific methods used in the practical teaching . The development of data-driven task-based teaching mode can change not only the way of students’ learning vocabulary ,but also the teachers’ single way to imparting them ,shifting the traditional lecturer-centered mode to the learner-centered one for achieving more efficiencies by encouraging the students to participate in ,self-discover ,and self-observe .In practical teaching ,the students can acquire much more knowledge of vocabulary in depth by taking the task-based researching autonomous learning mode and applying the corpus .

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