CAJ | 학술논문

本研究旨在考察生词注释及意向性对中国学习者在阅读中习得英语词汇的作用。研究结果表明：中文注释和意向性对中国学习者在英语阅读中的词汇习得都产生了明显的促进作用,并且两者的交互作用更有利于促进中国学习者在阅读中习得英语词汇。文章在实证研究结果的基础上,从教育学和认知心理学的角度建议教师在进行英语阅读教学时,在培养学生猜词策略的过程中,应注重阅读材料的选取,并适当给生词加注。同时,教师要带动和帮助学生进行有意学习,使其在广泛的阅读中不断增加词汇信息的积累,不断提高对英语词汇的认知和理解能力。
본연구지재고찰생사주석급의향성대중국학습자재열독중습득영어사회적작용。연구결과표명：중문주석화의향성대중국학습자재영어열독중적사회습득도산생료명현적촉진작용,병차량자적교호작용경유리우촉진중국학습자재열독중습득영어사회。문장재실증연구결과적기출상,종교육학화인지심이학적각도건의교사재진행영어열독교학시,재배양학생시사책략적과정중,응주중열독재료적선취,병괄당급생사가주。동시,교사요대동화방조학생진행유의학습,사기재엄범적열독중불단증가사회신식적적루,불단제고대영어사회적인지화리해능력。
This paper aims to investigate the effects of gloss and intention on Chinese learners＇ acquisition of English vocabulary through reading. The experimental results reveal that both gloss and intention have significant positive elfects on English vocabulary acquisition, and gloss can help the students learn new vocabulary, especially when learning is intentional. Based on the research findings, the authors propose that English teachers should choose reading materials carefully and offer glosses to some of the new words while developing the students＇ guessing strategy in reading competence training. Moreover, it is necessary for English teachers to guide and help the students to learn English new words and enlarge their vocabulary intentionally.