| | | | | 意义理论与大学英语泛读词汇教学策略 | | | 李燕 | | | 词汇作为理解篇章的首要因素之一,近年来,已越来越受到英语教育工作者及研究者的广泛重视和关注,本文从奥苏贝尔(D.P.Ausubel)的意义学习论出发,探讨了泛读课程中词汇教学的策略,通过提供熟悉的语境猜词、词根词缀强化记忆和新的语境反馈等策略,以此来提高学生的阅读速度和理解力。
【作者单位】：西南大学外国语学院 重庆400715
【关键词】：意义学习理论;泛读;词汇教学;语境
【分类号】：H319
【DOI】：cnki:ISSN:1672-0067.0.2006-05-014
【正文快照】：
前言词汇是语言重要的因素之一。Laufer(2001)认为,“不管是母语还是外语,不知道篇章中词汇的意义,是不可能理解篇章的”。学生词汇量的多少和词汇能力的高低,直接影响学生读写听说能力的发展。今年来,随着对语言本质与规律的研究深入发展,词汇教学受到了广泛的关注(Nunan,2003 | | |  推荐 CAJ下载  PDF下载 | | | CAJViewer7.0阅读器支持所有CNKI文件格式，AdobeReader仅支持PDF格式 | | | | Meaningful Theory and Vocabulary Teaching Strategies in Extensive Reading Class at University | | | LI Yan(Foreign Language Institute in Southwest University;Chongqing 400715;China) | | | From the perspective of Auaubel's Meaningful Theory,this paper discusses the vocabulary teaching strategies in Extensive Reading Class at University,and suggests that the teachers first provide a familiar context for the students to guess the new words,then teach the knowledge of word formation to reinforce memorization of the new words,and finally give the students the task of making dialogues with these words.
【Keyword】：extensive reading;meaningful theory;context;vocabulary teaching strategies |
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