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估测英语词汇量专题研究

估测英语词汇量专题研究
估测英语词汇量专题研究

估测英语词汇量专题研究

【摘要】在全球化进程快速发展的今天,掌握一门国际语言是我们对外交流不可或缺的,而英语就充当了国际语言的主角。在学习英语的过程中,最重要也是最基础的一环就是词汇:语言学家博林格说,词汇中的信息量大大超过了语言中其他任何部分的信息量;自然教学法的倡导人特雷西认为,词汇学习对于理解语言和言语输出都至关重要,有了足够的词汇量,即使对结构的了解几乎等于零,也可以理解和说出大量的第二语言;威尔金斯更是精辟地指出,没有语法不能很好地表达,而没有词汇什么也不能表达。可一个人所掌握的词汇量很难被确切地计算出来,在英语阅读的过程中,随时都会接触到新单词、新用法,且随着不断的学习,贮藏的词汇量会不断地增加,所掌握词汇的意思也逐渐丰富,单纯用诸如“会10000个词”来描述一个人的词汇量是极不科学的。本专题将探讨估测英语词汇量的方法,较准确地估测个人掌握的英语词汇量。

一、确切把握自己英语词汇量的现实意义

词汇量并不能说明一切,仅仅对比词汇量并不能证明一个人的语言能力或语言应用与另一个人的差别。然而,词汇量却可以说明一定的问题,它是判断学习者语言水平的可比性参数之一。词汇量的大小与其语言水平成正比。

如果能较为确切地把握自己的英语词汇量,便可对自己的英语学习成果了如指掌,也可权衡自己可参加何种水平的英文等级考试,做到知己知彼,百战不殆,特别是对我们广东外语外贸大学的学生来说。现将各类语言考试所需的词汇量列举如下:

高考英语(NMET): 2000~3000个

大学四级英语(CET-4): 4500个

大学六级英语(CET-6): 6000个

托福(TOEFL): 10000个

雅思(IELTS): 10000个

研究生院英语考试(GRE): 30000个

二、调研活动(班级测试)的开展

按照研究进度的安排,本专题研究人员于2010年11月20日对某班级进行一次词汇量的测试,得益于前期充足的准备,测试顺利开展,发放测试卷47份,回收47份,测试结果具有一定的科学性和普遍性。综合各种词汇测验的优点,构架出估测词汇量实验测试的方法,以下是测试卷问题的设置:

1.中文同义词选择:给出一个单词的中文释义,列出4-5个选择项,由受测人

选择正确的中文释义;

2.英文同义词选择:给出一个单词的英文同义词,有时为同义解释性短语,列

出4-5个选择项,由受测人选择正确的英文同义词;3.英文反义词选择:给出一个单词的反义词(即在每个单词的众多意义中,有

一点相反即可),列出4-5个选择项,由受测人选择;4.英文类比词选择:给出一对英文单词,给出4-5对英文单词作选择项,由受

测人选择在逻辑关系上相同的一对单词。例如,“司机”-

“开车”,“教师”-“教学”。

三、测试卷的数据收集与分析

收集、分析的测试数据有以下几个:

1.出题词库:即所考单词的所属范围,词库容量记为N

2.总题数:一张试卷所含的总题数,记为T

3.答对数:记为R

4.答错数:记为W

5.未答数:记为U

6.反应时间:记为S,反应时间总和为考试时间∑S

7.选项数目:X=4或5

经过分析,受测班级的同学们的词汇量在3000~7500不等,分布虽分散,但趋中的态势明显。再通过对受测人员的调查,得出了以下结论:

①词汇量定位在5000以上的同学CET-4的通过率为85%;

②词汇量定位在3000以下的三位同学中,除了一位尚未报考CET-4,其余两位

考试成绩低于及格线;

③词汇量定位在7000以上的那位同学已经通过雅思的考试,虽然成绩不高。

根据不完全分析,该测试得到的结果具有较强的科学性和普遍性,由此可知,本专题探讨估测英语词汇量的方法,能较准确地估测个人掌握的英语词汇量。

四、关于扩大英语词汇量的建议

如何扩大词汇量?学者认为,可以从三个方面进行考虑:记忆的内容,记忆的方式,记忆的实践。

以词汇构建的语言是系统的、动态的、联系的,所以我们在记忆词汇时,要注意其语法用法、意义的延伸变化以及使用的语境等要素。而能综合以上各项的语言记忆单位就是语块(Language Chunks)。语块自然地溶语法、语境、词义的变化为一体,形成语言使用中的天然单位,自然也应该是我们记忆的最小有机单位。濮建忠根据研究分析认为,要学会像母语者那样使用词汇,学习者必须要掌握母语者使用的大量预制语块。

至于记忆的方式是因人而异的,然而词汇本身却有一定的规律可循。词汇中必有一部分是指称外部客观世界的,这一部分词需要我们用音形的方式直接记忆,无需对意义多做考究;而对另外一部分在这些指称客观世界的词汇上发展起来的抽象的词汇,通过理解加工的逻辑记忆的方式会事半功倍。Vivian Cook曾说过,“一个人记忆牢靠与否取决于对该词的加工深度”。把词作为一串音来重复念是低层的处理,记忆最差;琢磨出词在句子中的语法结构位置,处理层次就要深一点,记得就牢一点;找出词在整句中的意义是最深层次的理解,记得最牢。但无论使用什么方式,花大量的时间和精力是不可少的,没有一蹴而就的捷径。

最后是记忆的实践。任何记忆的知识要变成一种语言能力,最终成为一种素养,必须要通过应用这个环节,就是记忆的实践。Chomsky 说过,知识不同于知识能力,知识是死的,知识能力是人们运用知识解决问题的能力。只有通过使用这个环节,才能把记忆的知识变成自己能力的一部分,尽管我们不可能像母语学习者那样,拥有非常多的真实语境作练习,但是我们可以通过自己设计或假想的语境来完成这一从知识到知识能力的转变。

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