| 词汇认知的实验研究 |
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| 引用本文： | 王永红.词汇认知的实验研究[J].长春理工大学学报(社会科学版),2010,23(5):132-134,143. |
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| 作者姓名： | 王永红 |
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| 作者单位： | 中北大学人文社科学院外语系,山西太原,030051 |
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| 摘 要： | 在认知语言学基础上,依据教育心理学理论通过实验探讨了语音、构词和语义对英语词汇学习的作用。实验中对受试进行了两次测试,测试结果表明：音标、构词和语义知识对词汇的再认和重现有积极的作用;教师指导下认知的实验组的成绩显著优于未进行认知加工的对照组的拼写成绩;在深化词汇意义联系的过程中,要综合运用视觉、听觉和动觉,从语音、构词、语义多方面促进词汇广度和深度的发展。
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| 关 键 词： | 词汇认知 拼写 语音 构词 语义 |
Experimental Research on Lexical Cognition |
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| WANG Yong-hong.Experimental Research on Lexical Cognition[J].Journal of Changchun University of Science and Technology,2010,23(5):132-134,143. |
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| Authors: | WANG Yong-hong |
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| Institution: | WANG Yong-hong |
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| Abstract: | Based on cognitive linguistics and educational psychological theories,this paper discusses the effect of pronunciation,word formation and meaning on English vocabulary learning through experiment.The test subjects are tested twice in the experiment.The results showed that the knowledge of pronunciation,word formation and meaning can really facilitate the recognition and recall of the learned words.The spelling scores of the cognitive experimental group under the teachers' guide is significantly higher than ... |
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| Keywords: | lexical cognition spelling pronunciation word formation meaning |
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