Second Language Vocabulary Growth
Second Language Vocabulary Growth
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DOI：
10.1177/0033688212439367
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发表时间：
2012-04-01
期刊：
影响因子：
3
通讯作者：
Chang, Anna
中科院分区：
文献类型：
--
作者：
Webb, Stuart;Chang, Anna
使用词汇水平测试(VLT)的双语版(Nation，1983,1990；Schmitt，Schmitt，and Clapham，2001)，对166名台湾英语作为外语(EFL)学习者的词汇知识进行了为期五年的年度测量。这五年的数据收集涉及高中和大学的英语教学。根据参与者接受的英语语言指导量来检查测试分数。结果表明，一组参与者在一年内只学习了18个单词，而另一组参与者学习了多达430个单词。研究结果还显示，在研究的最后一年，只有47%的参与者掌握了1000个单词的水平，16%的人掌握了2000个单词的水平。结果表明，该机构内部的词汇学习可以得到极大的提高。概述了机构内部词汇学习计划的主要特点。
The vocabulary knowledge of 166 English as a Foreign Language (EFL) learners in Taiwan was measured annually over a five year period using a bilingual version of the Vocabulary Levels Test (VLT) (Nation, 1983, 1990; Schmitt, Schmitt, and Clapham, 2001). The five years of data collection involved English language instruction in high school and university. Test scores were examined according to the amount of English language instruction the participants received. The results indicated that one group of participants learned as few as 18 words in one year, while another group learned as many as 430 words. The findings also revealed that in the final year of the study only 47% of the participants had mastered the 1,000 word level, and 16% had mastered the 2,000 word level. The results suggest that vocabulary learning within the institution could be greatly improved. Key features of a vocabulary learning plan within institutions are outlined.