| “i+1“在英语词汇教学中的应用 |
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| 引用本文： | 毛海燕.“i+1“在英语词汇教学中的应用[J].淮阴师范学院学报(哲学社会科学版),2000,22(2):110-112. |
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| 作者姓名： | 毛海燕 |
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| 作者单位： | 南京师范大学外国语学院 |
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| 摘 要： | 英语词汇教学是语言输入的一种形式,根据Ｋｒａｓｈｅｎ提出的语言输入假设,教师在进行词汇教学时,可在学生已有水平“ｉ”的基础上,提供一些略高于该水平且与课本密切相关的词汇,让学生自主选择。顺利进入“ｉ＋１”阶段;词 选择好以后,教师可借助于“结构网”和“语义网”,帮助学生先理解词的意“ｉ”,而后把握结构及共引申含义,达到“ｉ＋１”水平;此外,教师还可利用 非语言因素来进行词汇综合教学,弥补“ｉ”与“
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| 关 键 词： | “i 1“ 词汇教学 词汇选择 词汇理解 英语 |
The Application of "i 1" Approach to English Vocabulary Teaching |
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| MAO Hai,yan.The Application of "i 1" Approach to English Vocabulary Teaching[J].Journal of Huaiyin Teachers College(Social Sciences Edition),2000,22(2):110-112. |
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| Authors: | MAO Hai yan |
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| Abstract: | Vocabulary teaching is a way of language input. In the light of Language Input Hypothesis ( i.e. "i 1") posed by Krashen, English teachers can provide vocabularies above the current level of students and closely related to the textbook, Students may choose those vocabularies suitable for them before moving on to the "i 1" level spontaneously. After the choice of suitable vocabularies, teachers can take full advantage of both "Structural Network" and "Semantic Network" to help students understand the general meaning of vocabularies, before the mastery of internal structure and extended meaning of those vocabularies. In addition, teachers can also make good use of non-linguistic factors to incomprehensive vocabulary teaching, which helps to bridge the information gap between "i" and "i 1". |
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| Keywords: | i 1 vocabulary teaching choice of words understanding of vocabulary comprehensiveness of vocabulary |
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