A Semantic Field Approach to Passive Vocabulary Acquisition for Reading Comprehension.
A Semantic Field Approach to Passive Vocabulary Acquisition for Reading Comprehension.
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用于阅读理解的被动词汇习得的语义场方法。
DOI：
10.2307/3586275
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发表时间：
1985
期刊：
影响因子：
3.2
通讯作者：
J. R. Quigley
中科院分区：
文献类型：
--
作者：
J. Crow;J. R. Quigley
传统上，词汇学习一直是基于一个词一个词的方法，因此，经常被批评为第二语言课程的组成部分。本研究比较了传统的词汇教学方法和基于大学阅读课文中出现的词汇语义场的方法。根据当前词汇文本中使用的格式，实验组（语义场方法）随机选择一半的单词，并将其提交给控制组（传统方法）。语义场方法是基于五个相关词和一个关键词之间的联系，可以在上下文中进行心理替换。测试显示，对照组有一些短期优势，但在长期测试中没有显着差异。由于实验组在相同的时间内接触了两倍多的单词，研究结果支持使用语义场方法。此外，长期测试显示，对于本研究中的单词，实验性教学的词汇与接触学术英语期间可能发生的附带学习相比，存在非常显着的差异。
Traditionally, vocabulary study has been based on a word-by-word approach and, as such, has often been criticized as a component in ESL curricula. This study compares a traditional approach to vocabulary instruction with an approach based on the semantic fields of words that appeared in college-level reading texts. Half of the words presented to experimental groups (semantic field approach) were randomly selected and presented to control groups (traditional approach), according to the format used in current vocabulary texts. The semantic field approach was based on the association between five related words and a keyword that could be mentally substituted in context. Testing revealed some short-term advantage for the control groups, but no significant differences were revealed on long-term testing. Since experimental groups were exposed to twice as many words in the same amount of time, the findings lend support to the use of the semantic field approach. In addition, long-term testing revealed, for the words in this study, a highly significant difference favoring vocabulary taught experimentally over incidental learning that may occur during exposure to academic English.