Second Language Vocabulary Acquisition: Historical trends in second language vocabulary instruction
Second Language Vocabulary Acquisition: Historical trends in second language vocabulary instruction
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第二语言词汇习得：第二语言词汇教学的历史趋势
DOI：
10.1017/cbo9781139524643.003
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发表时间：
1996
期刊：
影响因子：
--
通讯作者：
C. Zimmerman
中科院分区：
文献类型：
--
作者：
C. Zimmerman
简介词汇对语言至关重要，但对于典型的语言学习者而言，词汇的教学在第二语言习得（SLA）中被低估了，直到今天教师通常将语法和措辞优先考虑为“理论上更严肃的候选人”（Richards，1976，p。77），对语言理论的核心更为核心，对语言教育学的更为关键。未来的教学法。世纪。这种方法的主要目标是使学生准备古典材料并通过标准化的考试（Howatt，1984； Rivers，1981年）。内容作为材料；通常，大多数学生永远不会使用目标语言详细说明语法中的母语，记忆的范式和双语词汇列表，以学习这些词汇；
Introduction Vocabulary is central to language and of critical importance to the typical language learner. Nevertheless, the teaching and learning of vocabulary have been undervalued in the field of second language acquisition (SLA) throughout its varying stages and up to the present day. SLA researchers and teachers have typically prioritized syntax and phonology as “more serious candidates for theorizing” (Richards, 1976, p. 77), more central to linguistic theory, and more critical to language pedagogy. This chapter will seek to show how vocabulary has been viewed, researched, and presented throughout the history of SLA. The purpose of this survey is to build a better understanding of the past and to indicate likely developments in lexical pedagogy in the future. The Grammar Translation Method The Grammar Translation Method was first introduced to teach modern languages in public schools in Prussia at the end of the eighteenth century. The primary goals of this method were to prepare students to read and write classical materials and to pass standardized exams (Howatt, 1984; Rivers, 1981). Like courses in classical Latin and Greek, this method used classical literature chosen for its intellectual content as materials; it was typically assumed that most students would never actually use the target language but would profit from the mental exercise. Students were provided detailed explanations of grammar in their native languages, paradigms to memorize, and bilingual vocabulary lists to learn; these prepared them for the regular task of translating long passages of the classics.