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语境在词汇习得中的作用及应用研究——以大学英语词汇教学为例
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语境在词汇习得中的作用及应用研究——以大学英语词汇教学为例.PDF
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外语教学词汇
核心提示：acquire 习得 active L vocabulary 积极外语词汇 bilingual 双语的 classification 分类 communicative ability 交际能力 communicative function 交际功能 a communication-oriented activity 以交际为中心的活动 comparison and contrast 比较和对照 cross lingual t
acquire 习得active L vocabulary 积极外语词汇bilingual 双语的classification 分类communicative ability 交际能力communicative function 交际功能a communication-oriented activity 以交际为中心的活动comparison and contrast 比较和对照cross lingual technique 跨语言（教学）法equivalent expression 相对应的表达FLT(foreign language teaching) 外语教学free interpretation 自由口译functional equivalent 功能对应的表达grammar formula 语法公式initial 首字母缩写词L proficiency 外语水平language proficiency 语言水平plural noun 复数名词privacy 隐私reference system 参照系统similarities and differences 异同点style 风格taboo 禁忌target culture 目标语文化teaching/learning technique 教/学方法third person singular 单数第三人称word list 单词表 Conversion drill 转换练习Decode 解码Demonstration：示范Encode 编码Information gap 信息沟Inhibition 约束，抑制Interaction 交互作用，互动Mechanical drills 机械操练Motivation 动力Nonverbal 非言语的Pantomime 哑剧，用手势表达Participation 参与Receptive 接受性的Scenario 剧本Stimulate 激发Stimulus 刺激，促进因素Substitution drills 替换练习Target language 目标语，指要学习的语言Unpredictability 不可预见性 Cluster Sampling 整群抽样Cohort Design 类似群体设计Control Variable 控制变量Criterion Group Design 标准组设计Dependent Variable 依变量Expectancy Effect 期望效应Experimental Mortality 实验死亡率External Change 外部变化External Validity 外部效度History 历史Independent Variable 自变量Instability 不稳定性Instrumentation 手段Interaction of Several Factors 因素的交互组合Internal Change 内部变化Internal Validity 内部效度Interrupted Time Series Design 间断时间次序设计 Maturation 成熟Moderator Variable 调节变量Non-Designs 前实验设计Nonequivalent Dependent Variables Design 非等值依变量设计Observational Techniques 观察技巧one-group posttest-only design 一组实验后测试设计one-group pretest-posttest design 一组实验前后测试设计Operational Definition 操作定义Outcome Variable 结果变量posttest-only control group design 只有实验后测试的控制组设计Prestest-posttest control group design 实验前后测试的控制组设计Pretesting 前测试Quasi-Experimental Designs 准实验设计Questionnaire 问卷调查Quota Sampling 定额抽样Random Sampling 随机抽样Repeated Treatment Design 反复处理设计Research Hypothesis 研究假设Selection 选择Statistical Regression 统计回归Systematic Sampling 系统抽样True Experiment 真正的实验 Untreated Control Group Design with Pretest and Posttest language learning objective 语言学习目标curriculum 课程目标action and interaction 作用和相互作用examination prescription 考试指南philisophy of teaching 教学观念practicality 实用性pragmaticality 实效性motivational drive 动力驱动reality 现实性learning strategy 学习策略terminal objective 结果目标enabling objective 过程目标evaluation 评价formative assessment 形成性测试assignment 作业布置language acquisition 语言习得individual difference 个体差异auditory 听觉scientificity 科学性variety多样性flexibility 灵活性creativity 创造性learner-centered 学生中心 awareness of syllabus 大纲意识contextualized setting 语境affirmative answer 肯定回答allocation of roles 角色分配assessment 评估assessor 评估者bilabial 双唇音brainstorm 集思广益/大脑风暴Chinese Pinyin 汉语拼音closed pairs 练习式结对活动designing 设计 communicative ability 交际能力communicative function 交际功能content feedback 内容反馈consonant clusters 辅音连缀compulsory course 必修课classroom teaching 课堂教学demonstration 示范，演示demonstrator 示范者，演示者diphthong 双元音elicitation 诱导，引出evaluation 评价exponents 范例feedback 反馈form feedback 形式反馈falling tone 降调fluency practice 流利度训练group work 小组活动information gap 信息沟instructor 指导者intensive reading 精读interactional language 交际性语言intonation 语调indoor activities 室内活动jazz chants 爵士乐jigsaw games 拼图游戏language units 语言单位language input 语言输入language proficiency 语言熟练度manners of articulation 发音方法mime 模拟, 模仿monitor 监督者，监督者 nasals 鼻音noughts and crosses 拼字游戏open pairs 演示性接对活动organizer 组织者outdoor activities 室外活动pair work 结对活动participation 参与places of articulation 发音部位practice stage 实践阶段procedure 步骤prompts 提示性语言pronunciation practice 语音练习quiz 知识小测验remedial measures 补救性措施rhyme 韵律rhythm 节奏rising tone 声调received pronunciation 标准语音role plays 角色扮演safety coefficient 安全系数scan 略读skim 快读 supplementary form 补充形式supervisor 督促者stress 重音structure practice 结构练习teaching syllabus for full-time secondary schools 全日制中学教学大纲tongue twisters 绕口念vocal organs 发音器官vocabulary practice 词汇练习alphabet chart 字母表authentic printed material 原文材料flip chart 浏览图表grammar chart 语法图表JEFC 初中英语model 模型object visual 实物教具 phonetic chart 语音图表picture flash card 图画卡片questionnaire 问卷sentence building card 组句卡sentence building grid 组句表格speech organ 发音器官syllable wheel 音节风车teaching aids 教具visuals 可视教具wall picture 墙画wall poster 墙贴word building card 组词卡word flash card 单词卡片word map 联想图表word slide 单词滑梯work card 练习卡work sheet 分发材料blackboard arrangement 黑板布局board writing 板书dynamic person 动态人物画full cursive 草体inanimate object 静物main board writing 主板书minor board writing 副板书printing style 印刷体simple blackboard drawing 黑板简笔画simple cursive 简单草体；行体simple picture 简笔画static image 静物画stick figure 简笔人物画writing style 书体，字体web 网状图形active listening积极聆听agenda议程attention span注意力automatic reaction机械反应classroom interaction课堂互动classroom routine课堂常规communicating style传播风格communication model交际模式consultant咨询者cyclical (sequence)循环次序facilitator协助者follow-up跟踪练习group work activities小组活动half dialogue补全对话information gap信息沟instructor指导者linear sequence线性次序loss of control（课堂）失控motivation动机questioner提问者remedial teaching纠错教学rhetorical devices修辞手法pair work activities结对活动personalizing个体化prompts提示repetition dialogue重复对话substitution dialogue替换sequencing次序安排supervising监督，管理the need to communicate交际需求transmission model传授模式whole class work activities全班活动 allophonic : 音位变体的，语音变体的。articulation: 发音动作，发音。consonant clusters 辅音content words 实词contraction: 缩略形式。discrimination: 辨别。form words 虚词homophones: 同音异形词inflection: 变音；转调；语音的抑扬变化。jingle: 叠韵的诗句。lateral consonant 边辅音linking of souds 音的连读mimicry 模仿minimal pair: 最小对立体。nasals 鼻音ongoing 持续的oral cavity 口腔phoneme：音位（语音的最小单位）；音素。prosodic feature: 韵律特征。remedial teaching (此处为)纠音教学法rhythm: 节奏。segment: 单位；切分成分。segmental phoneme：切分音位。sight words: 同形异音词soft palate 软腭super segmental phoneme: 超切分音位utterance: 发声，表达，话语（指两个停顿或可能的停顿之间的一串言语，通常在话语的末尾用上升或下降的终端连音表示）。vibration 振动 共鸣willy-nilly:不管愿不愿意。anticipate 预测brainstorm 集思广益chunk 片语coherent unity 前后一致的整体command 命令句competence 能力compile 收集comprehensive recognition 理解性认知conjunction 连接词context 语境，上下文coordinator 协调连词 Creative writing 创造写作cursive 手写体 diagram 图表，图集，文图 diction 语言风格exclamation 感叹句 feedback 反馈framework 框架gap filling 填空genre 风格，体裁highlight 标明incorporate 包括，纳入information explosion 信息爆炸interaction 交流，合作interior relation 内在的联系Jigsaw writing 割画写作linker 连接词Matching words 词组填空morphology 形态muddled 乱序的OHP overhead projector 投影仪 Pattern drills 句型练习Picture writing 看图写话pie chart 饼型图表proofread 审读punctuation 标点readership 读者Rearranging scrambled sentences 乱句重组reference注解resulting text 完成稿revise 校订rhetorical purposes 修辞目的semantic 语义的 Sentence chains 句子连接sentence combining 句子组合sentence completion 完成句子Sentence judging and making 判断句子和造句Sentence linking 连句成段sequencer 顺序词statement 陈述句structurally complete 结构完整substantial guidance 大量的指导syntax 句法transcend 超越 transformation 转换transition 过渡连接 treasure hunt 寻宝comprehensible input 有意义输入cue 提示词chain drill 链式操练deductive method 演绎法function 功能inductive method 归纳法morpheme 词素multi- slot substitution 多成分替换morphology 词法syntax 句法the Grammar Translation Method 语法翻译法 transformation drill 转换练习single-slot substitution 单一成分替换 backgroud knowledge 背景知识bottom-up processing 自下而上认识法communicative competence交际能力decode解码encode编码information input/output信息输入/输出interactional purpose 互动目的lead-in导入linguistic competence语言能力phatic寒暄top-down processing自上而下认识法transactional purpose 信息传递目的 code 语码a system of words, letters, numbers, etc.decode 解码to discover the meaning of a codeencoding 编码putting & into a codedecoding 解码discovering the meaning of a codeSkimming 掠读Skimming means reading quickly to get the gist, i.ethe main idea of the textIt is the method in which the reader reads only the first sentence of each paragraph of a whole passage and then recalls everything and identifies the most important pointsAfter that he/she sets a goal for the assignment and plans how to do intensive reading of the entire document at a slower paceScanning 略读Scanning means to read and locate specific information such as figures, schedules, tables, news heading, etcThe key point in scanning is that students have something in their mind and they should ignore the irrelevant parts when readingTop-down approach 自上而下模式It is a model of teaching reading in which the teacher teaches the background knowledge first so that students equipped with such knowledge will be able to guess meaning from the printed page.Bottom-up approach 自下而上模式It is a reading model that follows a linear process from the recognition of letters, to words, to phrases, to sentences, to paragraphs, and then to the meaning of the whole textDistinguishing 辩识finding the main idea from supporting detailsPredicting 预测guessing what is coming nextSQR Strategy SQR阅读策略SQR is a five-step procedure made up of Surveying, Questioning, Reading, Reciting, and Reviewing, which can be used for reading a variety of reading materials, including textbooks and journal articles, as long as the structure or organization of the material is not too complex.The first step is to survey the material for content and organization to create a mental map of the text a The second step is to predict questions that may be answered by the material on the basis of the survey to serve as an individualized knowledge framework or template of the passage to which detail The third step is to read the assignment one section at a time for content, search for relationships among the main ideas and their supporting details, look for information that answers the predicted questions, and take note The fourth step is to recite to actively make mental connections among ma Finally, review the entire chapter or article to see how the information fits together.PQR Strategy PQR阅读策略PQR Strategy is a six-step process that involves previewing, questioning, reading, reflecting, reciting, and reviewingThe first stage is to preview the material for content and organization to create a mental map of the text aThe second step is to predict questions that may be answThe third stage is to carefully read the complete text, unlike SQR to read section by section, recording notes in the margin or underlining important information that answers the predicted questionsIn this stage, reflection phase, information from the entire chapter or article is linked togetherThe reader should attempt to develop insight into the topic and make associations among the important material noted while readingThe fourth stage, recitation, involves summarizing the main points and supporting details of the complete textIn the final stage, review, make sure the predicted questions have been answered and that the author&s purpose is fully understoodRAP Strategy RAP阅读策略The RAP strategy is a three-step approach involves reading, asking questions, and paraphrasing, which targets the reader&s ability to understand main ideas and supporting details by emphasizing paraphrasing skillsRead one paragraph oAsk oneself what the main idea of the paragraph is, Paraphrase the identified details supporting the main idea finally and record them.REAP Strategy REAP阅读策略The REAP Strategy is a four-step strategy that involves reading, encoding, annotating, and pondering, armed with ten varieties of annotations, each focusing on different aspects of a text, that help to improve student writing skills, meta-cognitive awareness, and comprehension of main ideasThe first step of the strategy is to read the text.After reading the text, the information is paraphrased (encoded) by the student into his/her own words in the second stepAnnotation of a text that explains and/or critique the text is made in the third stepDifferent aspects of the text are handled differently when writing annotationsAll together there&re ten annotations, namely, Summary A Thesis A Question A Critical A Heuristic A Intention A Motivation A Probe A Personal View A Inventive Annotation.In the fourth step the student evaluates (ponder) the annotation for accuracy and completenessThe teacher should consider how the text relates to other readings, to course objectives, and to classroom activities.SNIPS Strategy SNIPS阅读策略The SNIPS Strategy is a five-step reading approach for facilitating on-line processing through interpretation of visual aidsThe steps are: to Start with questions, to Note what can be learned from hints, to Identify what is important, to Plug the important matters into the chapter, and See if you can explain the visual to someoneThe first step is to start with questions like &Why am I looking at this visual aid?& The reader then asks questions to determine what kinds of information on which to focus, depending on the type of visual aid presentedIn the second step, note what can be learned from hints, look for hints or clues about the meaning of the visual aid in the title, caption, lines, numbers, or colorsAnd activate prior knowledge as it relates to the subjectIdentify the main idea of the graphic in the third step.Plug the important matter into the chapter in the fourth stepConsider how the visual aid relates to the main ideas of the chapter or articleIn the last step, see if you can explain the visual to another person or just explain it aloud to yourself if no one is available.PRSR Strategy PRSR阅读策略PRSR stands for preview, read, self-test, and reviewText organization, paraphrasing, and self-evaluation are stressed in PRSR strategy.In previewing stage, read the title, introduction, the headings and subheadings to determine the main ideas covered in the textExamine the illustrations for additional informationLook at the words in italics or bold printRead the summary and then skim any review questions or discussion questions at the end of the chapterIn reading stage, form the headings into questions and then read with the goal of answering those questionsIdentify important points by underlining or taking notesClarify meanings further with visual imageryIn Self-testing step, monitor understanding by answering self-made questions as well as review and discussion questions at the end of the chapter without referring to the textUse summaries to organize important informationTry explaining key ideas and concepts to another personFor reviewing check answers to review questions against the textReconsider information that was forgotten or misunderstoodRepeat the self-test and review stages until the material is masteredThen review periodically to keep the information in long-term memoryPROR Strategy PROR阅读策略The PROR Strategy involves pre-reading, reading, organizing and reviewingIn pre-reading stage, use the title, headings, introduction, and summary to form questions to guide readingRecall prior knowledge related to the subject to form more questionsIn the second stage, read with the goal of answering the questionsAnnotate key concepts, supporting details, and examplesConsider how illustrations relate to the textIn organizing stage, develop rehearsal strategies to organize the important information and commit it to memoryAnswer the questions aloudCompare the text to lecture materialLast, reduce the information to the bare essentialsTarget the information that was unclearTalk through the material to yourself or another studentPARTS Strategy PARTS阅读策略The PARTS strategy is a five-step procedure that guides students in carefully reading an assignment in order to enhance learningThe five steps are: to perform goal setting, to analyze little parts, to review big parts, to think of questions you hope will be answered, and last, to state relationshipsFor the perform goal setting stage, consider the reason you are analyzing the text parts.In analyzing little parts stage, divide the text into parts, such as title, headings, visuals, and wordsAnalyze one part at a timeExplain the information included in each partThen, based on one part, predict what the next part will discussAfter reading all parts, tie them together.During the review big parts stage, review the introduction and summary of the textSearch for signal words, such as &the most important& or &the purpose is,& that indicates the main ideasDecide what the author&s main goal or purpose isRelate the new information to knowledge you have already read about the subjectParaphrase the main ideas into your own wordsIn the think of questions you hope will be answered stage, identify your own questions based on titles and headings, previous knowledge, and predictionsCheck the questions at the end of the textFor the last stage, state relationships, consider how the text relates to other texts in the unitConsider how the text relates to the course objectives indicated on the syllabusConsider how the text relates to what you already know about the subjectDISSECT Strategy DISSECT阅读策略DISSECT stands for discover the word&s context, isolate the prefix, separate the suffix, say the stem or root word, examine the stem or root word, check with someone, and try the dictionaryIt is a word identification strategyIt emphasizes the systematic analysis of a word using context and word element cluesCSSD Strategy CSSD阅读策略The CSSD strategy is a four-step procedure combining a number of approaches for learning vocabulary words and meaningsSCCD stands for context, structure, sound and dictionaryThe first step is to consider the context of the wordThe second step is to Break the word into smaller parts and look for familiar prefixes, root words, and suffixesThe third step is to analyze the word phonetically by breaking it into units of sound.If these methods do not work, consult the dictionary in the last stepVOCAB game 词汇游戏The vocab game is for students to determine the meanings of out-of-context words through an understanding of morphemes, word parts, and etymology (word origins).The steps of the vocab game are: to divide the class into groups, to discuss and select vocabulary words, to select a scorekeeper and recorder, to present the words, to define the words, to analyze the words, to check the definitions, to record points, to do group discussion, to record the word lists, and to evaluate the students.The Patterned Language Approach 模式语言策略The patterned language approach is to practice word identification skills with an emphasis on word meaningIt follows these steps: to select the reading material, to read the selected material, to make and match text strips, and to write word cards.The Creative Mapping Strategy 图式阅读策略The creative mapping strategy is to use pictorial images to help students recognize the organization of information in content readings and reorganize the main ideas and details of the textguided reading 指导性阅读Guided reading refers to timed reading conducted in class under the control and guidance of the teacherpre-reading activities 阅读前活动We mean tasks/activities that students do before they read the text in detail.a transition device 转换方式A transition device is the way to transfer information from one form to another referential words 指示词Referential words are words such as pronouns to refer to people or things already mentioned previously in the contextmaking inferences 推理Making inferences means &reading between the lines& It requires the reader to use background knowledge in order to infer the implied meaning of the author.Role-play 角色表演Role-play is a very common language learning activity where students play different roles and interact from the point of view of the roles they play.subvocalization 默念Subvocalization means a more subtle type of saying the words, also called thinking each word without actually moving the lips or tongue.