云南边疆地区大学生常见的英语阅读障碍及教师应采取的对策——以红河学院学生为例     

王华荣 《思茅师范高等专科学校学报》2009,25(1):114-117

以云南红河学院学生为例,讨论了影响云南边疆地区学生英语阅读理解能力的三个主要因素,即词汇量偏小,缺乏阅读技巧和必要的背景知识是学生们面临的主要阅读障碍因素,只有克服了这些障碍,学生的阅读理解能力才会得到有效的提高。  相似文献   

魏晋注释语言词语例释     

徐望驾 《黔东南民族师专学报》2009,(2):81-83

魏晋时期的注释语料众多,可惜大多已失传。现依梁皇侃《论语义疏》所引,例释部分词语。  相似文献   

Development of decoding,reading comprehension,vocabulary and spelling during the elementary school years   总被引：1，自引：0，他引：1  

Aarnoutse  Cor  van Leeuwe  Jan  Voeten  Marinus  Oud  Han 《Reading and writing》2001,14(1-2):61-89

The goal of this study was (1) to investigate the development of decoding(efficiency), reading comprehension, vocabulary and spelling during theelementary school years and (2) to determine the differences between poor,average and good performers with regard to the development of theseskills. Twice each year two standardized tests for each skill wereadministered. For two successive periods, one of the tests for each skill wasthe same. To describe the development in terms of a latent variable evolvingacross grades, the structured-means version of the structural equationmodel was used. The growth was expressed in terms of effect size. Withrespect to the first question, clear seasonal effects were found for readingcomprehension, vocabulary and spelling, while the seasonal effect fordecoding efficiency was restricted to the early grades. Progress tended tobe greater from fall to spring than from spring to fall. For decodingefficiency, and to a lesser degree for vocabulary and spelling, growthshowed a declining trend across grades. For reading comprehension, theprogress in grade 2 was lower than the progress in grade 3, but progresswas declining across higher grades. With respect to the second question,it appeared that initially low performers on reading comprehension,vocabulary and spelling tended to show a greater progress, especially inperiods where the largest amount of instruction was given. Although it wasfound that the low, medium and high ability groups remain in the sameorder, as far as their means are concerned, these findings do not confirmthe existence of a Matthew effect for reading comprehension, vocabularyand spelling. For decoding efficiency no clear differential effect could befound: the gap between the poor and good performers did not widen overtime for this skill.  相似文献   

英语自我概念及其与英语学业成绩的关系——一项英语专业与非英语专业大学生的对比研究     

马冬梅 《培训与研究》2008,(5):129-132

本文通过比较某大学英语专业和非英语专业二年级321名学生英语自我概念的特点及其与英语学业成绩之间的关系,考察了英语自我概念各子维度对整体英语自我概念及英语学业成绩的影响。结果表明：英语自我概念各子维度与整体英语自我概念及英语学业成绩之间均存在显著正相关。  相似文献   

浅议词语教学与提高语文水平     

赵晖 《安阳师范学院学报》2004,(6):88-89

语文教学中,词语的掌握和运用是关键,本文重点探讨在教学中如何使学生掌握词汇,从而促进语文水平的提高.  相似文献   

关于大学非英语专业学生词汇刻意学习方式的实证研究     

代悦 《承德师专学报》2008,28(4):121-123

刻意学习和附带学习是学习词汇的两大主要方式。为了测试两种词汇学习的效果,笔者从当前大学英语学习者词汇学习的现状出发,在大学生非英语专业学生中进行一次实证研究。实验结果表明,现阶段,刻意学习词汇是学生的主要词汇学习方式。刻意学习词汇方式的效果优于附带习得,但其记忆保持率和附带习得方式相当。因此,通过对两种方法的综合分析,笔者主张在上下文中刻意学习词汇。  相似文献   

“投入量”量化指标合理性的检验     

徐弢 《贵州教育学院学报》2008,24(1):15-19

通过实证研究比较三组分别完成阅读理解、选词填空和用目标词造句三项涉及目标词的阅读任务后目标词的即时记忆和延时记忆,结合词汇测试成绩与有声思雏的数据对词汇附带学习中“投入量”这一量化指标的合理性进行定量分析与定性描述。实验结果表明：“投入量”并未真实体现学习者在词汇附带学习过程中的投入程度;“投入量”因素不仅要根据阅读任务的类型进行量化,同时还需考虑学习者的词汇学习过程。  相似文献   

当代英语词汇发展的趋势和特点   总被引：2，自引：0，他引：2  

率华娟 《四川职业技术学院学报》2005,15(2):40-42

由于世界政治格局的变化和英美政治事件的发生，国际经贸往来和世界金融业的发展，科技进步和文教卫生事业的发展，社会潮流的变化等原因。许多新词应运而生．词汇更新发展快，并且简洁、生动形象，向习语化方向发展。  相似文献   

Metalinguistic skills and vocabulary knowledge in Chinese (L1) and English (L2)     

C. McBride-Chang  H. Cheung  B. W.-Y. Chow  C. S.-L. Chow  L. Choi 《Reading and writing》2006,19(7):695-716

How are metalinguistic skills associated with vocabulary knowledge in languages with contrasting phonological and morphological properties? To address this question, tasks of phonological awareness and morphological awareness, other reasoning and literacy-related skills, and measures of vocabulary knowledge in Chinese and English, were administered to 217 Hong Kong Chinese kindergarten children learning English as a second language. Syllable-level awareness but not phoneme onset awareness was strongly associated with Chinese vocabulary knowledge; phoneme onset awareness but not syllable awareness was associated with English vocabulary knowledge. In hierarchical regression equations, phonological awareness in English explained unique variance in English vocabulary knowledge but not in Chinese vocabulary knowledge. In contrast, measures of morphological awareness, which were strongly associated with syllable awareness, uniquely explained 13% of the variance in Chinese vocabulary knowledge apart from all other measures included but were not uniquely associated with English vocabulary knowledge. Findings highlight the strong overlap across phonological and morphological awareness in Chinese and the different associations of each to vocabulary acquisition in Chinese (L1) and English (L2) languages.  相似文献   

浅谈信息技术在初中英语词汇教学中的应用策略     

王小红 《天津教育》2021,(5):41-42,53

随着互联网的发展,现有的多媒体教学法也逐步得到了优化,为广大师生提供了更为适宜的资源环境,促进了现代教育的发展和改革。在初中阶段中,英语词汇教学是英语教学内的一大重点,但在以往的教学条件下,词汇教学的方式往往较为刻板,无法充分吸引学生的注意力。因此,为提高词汇教学的质量,本文简要分析了初中英语词汇教学的现有问题,探究了信息技术为初中英语词汇教学带来的优势,并对信息技术在初中英语词汇教学内的应用策略进行了相应的总结。  相似文献