摘要
传统的词汇习得观认为,习得一个单词即指掌握它的形式和意义。长期以来,这一观点较少受到质疑,以致在外语教学中涌现出大量的以形式和意义相互匹配为核心的词汇练习和测试。事实上,这是一种片面的以意义为驱动力或目标的语言学习认知观。针对上述问题,本文介绍和讨论了与词汇知识深度相关的若干问题并且说明:个体词汇的完整知识和习得远远不只是形式和意义的简单匹配,而是一个“知识”与“能力”交互作用的多维集合的习得过程。
This article has made an attempt to highlight the importance of a fresh approach to vocabulary: a word knowledge framework. More importantly, such framework goes beyond the traditional position that learning a word means learning to match the form and meaning. Based on the assertion that it takes more than just knowledge of a word s meaning and form, the authors have a selected review of four types of literature, which are related to vocabulary 'depth' acquisition and research and opposed to the traditional vocabulary 'breadth' studies in terms of theoretical framework, test design, and final output, etc.
出处
《暨南学报（哲学社会科学版）》
CSSCI
2003年第1期84-90,96,共8页
Jinan Journal(Philosophy and Social Sciences)
关键词
词汇框架理论
多维研究法
深度与宽度
接受与产出
word knowledge framework
dimensional approach
depth vs. breadth acquisition
receptive vs. productive measurement
