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今天给大家分享的是通过词语搭配学习英语词汇，希望大家看完之后能有所启发。导读、家长指南因实在没空，本期欠奉，请朋友们见谅！ ------------------------ 以下英文原文取自上海外语教育出版社出版的“教学法丛书”中的《词汇：描述、习得与教学》分册： 原文 5 Collocations and lexical phrases. Since collocational relationships, words which commonly go together, appear to have very powerful and long-lasting links in the lexicon (Aitchison, op. cit.), providing opportunities to practise collocations is a worthwhile activity. Using grids to measure students' collocational competence, Channell (op. cit.) found that students made few incorrect collocations but failed to see all of the possible co-occurrences. This is obviously fertile ground for expanding learners’ understanding of vocabulary. Here is an example of a collocation exercise: Match adjectives with nouns in as many combinations as possible: Adjectives: inefficient sufficient enough limited Nouns: time responsibility decision process money understanding office Answers: inefficient process, office sufficient time, money, understanding enough time, responsibility, money, understanding limited time, responsibility, process, money, understanding Teaching collocation activities may mean simply heightening awareness by having students maintain a record of which words they are finding in the company of their target words. As a group activity, index cards can be used for matching halves of collocations. There are even computer programs which provide practice for collocating (Fox, 1984). A more productive skill activity is having students write new words in original sentences and then creating a list as a class of the possible collocations generated by the group. Teachers may feel the problem with teaching collocations is the huge number students need to learn. In the years to come, scanners and concordancing software will undoubtedly help systematize the collocations in languages. In the meantime, Bahns (1993) suggests that, at least in a linguistically homogeneous class, instruction focus on those collocations which do not have a direct equivalent in L1. For example, "to make a decision" should be taught to Spanish speakers since a direct translation from 'tomar una decision" results in 'to take a decision'. Lewis (1993) takes collocations a step further in his lexical approach, which is based on the principle that language is actually 'grammaticalised lexis, not lexicalised grammar'. Consequently, he argues the teaching of 'chunks', groups of words which frequently occur together, warrants more class time than the teaching of grammar. Lewis’s examples of chunks are "the (adjective) thing to do” and "the day after tomorrow”. Nattinger and DeCarrico (1992) define these phrases as 'ritualized bits of language' which the learner would be unable to construct creatively. Learning them as chunks is very efficient and more accurate than learning individual words. These authors suggest starting with a small number of phrases, practising them in pattern drills, substitution drills, and then in a single, predictable situation. For the greatest return for effort, choose phrases which have a large number of variable slots, e.g. a ________ ago, one of the most common_____________. 译文 5 连用关系和词法短语。由于连用关系（通常在一起使用的单词）显得与词汇之间有着强大的、长久的联系（艾奇逊，同上），提供连用关系的练习机会是很有价值的活动。查奈尔（同上）使用网格来测量学生的连用关系能力，他发现学生在连用关系方面很少用错，却不看不出所有可能的情况。显然这在扩展学生对词汇理解方面大有潜力可挖。来看看一个连用关系的练习： 把名词与形容词连用，搭配越多越好： Adjectives: inefficient sufficient enough limited Nouns: time responsibility decision process money understanding office Answers: inefficient process, office sufficient time, money, understanding enough time, responsibility, money, understanding limited time, responsibility, process, money, understanding 连用关系的教学活动可能就意味着增强这方面的意识，办法是让学生记录与他们学习的目标词一同出现的词。作为一种集体活动，索引卡可以用来把连用关系的两半进行配对。甚至还有电脑程序能够提供词语连用的练习（福克斯，1984）。更具备产出性的技能活动是让学生写出带原句的生词，然后把小组生成的一类型可能连用关系创建为一个列表。 老师们可能会感觉到，词语连用教学的问题是学生要记住的项目实在太多了。未来，扫描仪和索引配对软件无疑会帮助把语言中的连用关系进行系统化。与此同时，巴赫恩斯（1993）提出，至少在共同母语班级中，教学重点应放在那些第一语言中没有对应的连用关系。比如，“to make a decision”应该传授给西班牙语者，因为“to mar una decision”直接翻译过来是“to take a decision”。 刘易斯（1993）把连用关系推进一步，提出了“词汇法”，其基础原则是：语言实际上是“语法体现的词汇，而非词汇体现的语法”。因而，他提出“语块”——经常一同出现的词群——的教学时间应该比语法的教学时间长。刘易斯举了几个“语块”的例子，如“the (adj.) thing to do”，“the day after tomorrow”等。纳廷格和德卡里克（1992）把这些短语定义为“仪轨化的语言片段”，使用这些片段的时候学习者是不能发挥什么自创力的。把这些当成语块来学习很有效，也比当成单个的词来学习更精确。两位作者建议开始的时候可以少量学习，用句型操练、替换操练等方式进行练习，然后放入可预测的情境加以练习。要获得最大的回报，可以选择有大量可替换选择的短语，如a ( ) ago，one of the most common ( )。 |
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来自： 昵称70926123 > 《待分类》
