. I 摘要 . . 1 of . 1 of . 2 of . 3 . 4 of . 4 of . 5 of . 6 in . 6 in . 8 in . 10 in . 11 on at . 12 of . 15 of . 15 . 16 . 18 of . 19 . 22 . 22 . 22 . 23 . 23 . 23 . 24 . 24 . 25 . 28 of . 28 of . 29 of . 30 of . 31 of . 32 of . 36 of . 39 . 41 . 42 . 42 . 42 . 43 . 43 . 44 . 44 of . 45 . 46 . 47 . 52 . 53 . 57 . 61 . 62 . 63 . 64 t in on on on a As of is on to on of is to an of by of to on as of of A in to a in a 2 V in is at of so as to an on In to a a of A is to in a to a be a to to at in of In as in it is to to a to In to is to It is a to a a 目前對高職高專學(xué)生群體的詞匯教學(xué)研究主要針對詞匯教學(xué)模式、教學(xué)策略，尚沒有具體到詞匯呈現(xiàn)方式上，特別是比較不同呈現(xiàn)方式對于高職高專學(xué)生的學(xué)習(xí)效果方面鮮有研究，而詞匯呈現(xiàn)方式是詞匯教學(xué)的最初步驟和環(huán)節(jié)，是整個詞匯教學(xué)的基礎(chǔ)。英語詞匯的呈現(xiàn)就是要把教學(xué)的目標(biāo) 一定的方式和手段介紹給學(xué)習(xí)者的過程，包括詞形、讀音、意義、句法特征、 搭配及其運用等內(nèi)容。常見的詞匯呈現(xiàn)方式有詞匯表、語義場和語境呈現(xiàn)方式。本研究從認(rèn)知心理學(xué)信息處理模式、精細(xì)加工理論、輸入假說和記憶類型方面對詞匯呈現(xiàn)方式做了理論鋪墊，選取常用的詞匯表呈現(xiàn)方式和語境呈現(xiàn)方式，探討了行之有效的高職高專英語詞匯教學(xué)方法。 筆者對山東電大 2011 級計算機(jī)與通信專業(yè)的 82 名學(xué)生進(jìn)行了實驗教學(xué)，兩個班級分別采用詞匯表呈現(xiàn)方式和語境呈現(xiàn)方式，分別 于學(xué)期末和其后四個月進(jìn)行了兩次詞匯后測，以觀其長期記憶和短期記憶的不同效果。通過測試，對兩個班級的詞匯水平進(jìn)行了橫向和縱向的比較，并輔以調(diào)查問卷和訪談的方式得出了實驗結(jié)論，即詞匯表呈現(xiàn)方式有利于學(xué)生的短期記憶，學(xué)生能在較短時間內(nèi)記住目標(biāo)詞匯的拼寫及常見搭配等，有效地提高了詞匯量，但學(xué)習(xí)效果不能長期保持，沒有高頻的復(fù)習(xí)新學(xué)的詞匯很容易忘記。語境呈現(xiàn)方式對學(xué)生而言需要一定時間適應(yīng)，但在這個適應(yīng)過程中學(xué)生的閱讀水平和詞匯習(xí)得相輔相成，對目標(biāo)詞匯在文章中的用法掌握得較好，并在長期記憶中取得了良好的效果。 最后， 本研究從實驗教學(xué)過程中得出啟示， 并對教師的教學(xué)和學(xué)生的學(xué)習(xí)提出了建議。在詞匯教學(xué)中，教師應(yīng)十分重視詞匯的首次呈現(xiàn)，并在教學(xué)中抓住和創(chuàng)造機(jī)會讓學(xué)生練習(xí)和鞏固新學(xué)的詞匯，當(dāng)然學(xué)生本身更應(yīng)努力學(xué)習(xí)，結(jié)合對自己有效的學(xué)習(xí)方法主動將新知識內(nèi)化為自己的知識。只有師生共同努力才能促進(jìn)英語詞匯教學(xué)，使之取得實質(zhì)性的進(jìn)展和令人滿意的效果。 關(guān)鍵詞：詞匯表呈現(xiàn)方式，語境呈現(xiàn)方式，詞匯教學(xué) 中圖分類號： of as a it is is by is in an of is a of of in of A be as a as in as is of be of 1999). in to 600 of of in to at 000 in to a of 1998). to of On a of is as to be to is a in an is in of on at of in as as in of on be 1998; 1998; 2000; 2000; 2000). In 2in as of of s of a to be of be M. J. (1982) to a to it in or it at it to an or it in it in a in it in it it it at of be of 2001), in a on of to be to of is in to of in an a of is of to an in is to be in be in in of of as in it is is a of or as in of on a 3of is a of in to be to a in in a of of in is of of on of to of It a of in on is as of of as it on of as as on At a of a of in as it to of 4of o is a as is a of (2002: 502) a of of in a 2001: 2068). in 1. of a 2. of or at of a or 3. A of or a or 4. A of a of a s of s is as 1