吴霞高级论文发表

Second Language Vocabulary Acquisition Strategies 二语词汇习得策略 [摘 要] 词汇是构成语言的基本单位，词汇习得在语言学习中占有重要地位。英国著名语言学家D.A. Wilkins (1972) 说过：“没有语法，人们不能表达很多东西；而没有词汇，人们则无法表达任何东西。”这就说明了词汇在学习中的重要性。本文旨在分析二语词汇习得策略并应用于不同水平的学习者。学习者根据自己的水平选择正确的习得方法和策略学习词汇，从而提高学习效率和习得效果。 关键字： 二语词汇习得 词汇习得策略 元认知策略 认知策略 Abstract Vocabulary is the basic unit of a language. Language acquisition plays an important role in language learning. Famous linguistics D. A. Wilkins said, “Without grammar, very little can be conveyed, without vocabulary, nothing can be conveyed (Lewis, 1993:16).” It speaks volumes for the importance of vocabulary in language learning. This paper aims to analysis the second language acquisition strategies and applies to different levels of learners. According to the different levels, the learners should choose the proper methods and strategies to promote learning efficiency and acquisition effect. Key words: Second Language Vocabulary Acquisition； Vocabulary Acquisition Strategies； Metacognitive strategy； Cognitive strategy Introduction With economic globalization and multi-polarization of the world, especially the population of the internet, English becomes more and more important, because it is considered as the tool for absorbing and communicating information. As we all known, vocabulary acquisition is one of the most noticed-question of the second language learners. “Vocabulary” appears in the area of linguists’ study. Nowadays, researchers still can not give a complete and reasonable definition of vocabulary. Since 1970s, the second language vocabulary acquisition research has gradually become the hot point and important subject in the second language vocabulary acquisition research area. These researches aim to discuss the efficiency vocabulary memory strategies to promote the memory skills and vocabulary levels. Then how to acquire vocabulary become popular among the researchers. Wenden &Rubin (1987), O’Malley& Chamot (1990) refer to the content of vocabulary acquisition strategies; Rubin (1987) and Oxford (1990) classify the memory strategy to the direct cognitive strategies. Especially, CohenAphek (1981), Porte (1988), O’Malley (1990), Vann (90), Cohen (1990), etc made a basic searching of vocabulary acquisition. In a word, there are various opinions in how to acquire vocabulary. Firstly, it talks about the importance of vocabulary. Secondly, what does it mean to “acquire” a word? This paper mainly aims to the detail analysis of the vocabulary acquisition from three aspects：Meta-cognitive Strategy; Cognitive Strategy and Social or Affective Strategy. Especially, it highlights the effect of the context and rending to vocabulary acquisition. This paper talks about the applications of the vocabulary acquisition strategies. And it puts forward some problems and difficulties of vocabulary acquisition. This paper also discusses the influencing factors to the acquisition. It includes the mother tongue, age, language contact, logical thinking ability, identity degree, and academic motivation . The purpose of this paper is to rise the awareness of English learners that the importance of vocabulary in language learning and the vocabulary acquisition strategies can not be neglected, and each strategies is deeply rooted in its language. Through the analysis of the theory of study, the paper tries to draw the learner’s attention to the strategies of the second language vocabulary acquisition and using the vocabulary in communication. In order to improve the acquisition efficiency, some strategies put into practice are introduced. The first presents the importance of vocabulary, some basic concepts of vocabulary and vocabulary learning, the second part tells what does it mean to know a word, the third part deals with the theory of vocabulary acquisition and presents the factors and differences influencing the vocabulary acquisition. The fourth part is detailed discussion of vocabulary acquisition strategies in different levels of learners. The last part is conclusion. Literature review 1. The importance of vocabulary As the first time, when we go to school and our English teacher will tell us that vocabulary is of great importance in learning English. After several years, we understand words gradually, especially when we study in high school. If we know a little about vocabulary, we may have poor English. That is because the listening, speaking, reading and writing show the necessary of learning vocabulary. Many researchers agree that lexis is at least as important as structure, because it is using wrong words and not wrong grammar that usually breaks down communication. Mistakes in lexis much more often lead to misunderstanding and may be less generously tolerated outside classroom than mistakes in syntax. (Carter, 1987). As Stephen Krashen remarked, “When students travel, they don’t carry grammar books, they carry dictionaries. A significant role of vocabulary in both teaching and learning processes was first stated by Stephen Krashen in The Natural Approach (1985): “Vocabulary is basic for communication. If acquirers do not recognize the meaning of the key words used by those who address them they will be unable to participate in the conversation.” Words are basic tools in human communication; therefore they determine the main part of people’s life-relationships between people and associations with the surrounding world that people live in. The larger one’s vocabulary, the easier it is to express one’s thoughts and feelings. In real communication, correctly and idiomatically used vocabulary can even decrease some structural inaccuracy and grammar errors. (Zhang Jiying, 2002). So learners should enrich and expand their knowledge of words as much as possible in order to communicate effectively in a foreign language. 2. What does it mean to “know” a word? Knowing a word is not a simple phenomenon. In fact, it is quite complex and goes far beyond the word’s meaning and pronunciation. (Zhang Jiying, 2002). Richards (1976) think knowing a word means also knowing the frequency of words and their likely collocates; being aware of the functional and situation limitations that apply; knowledge of the “syntactic behavior”; derivational forms and word class; associative and connotative knowledge; semantic value-breaking down words into minimal units as with componential analysis (see Katz&Fodor1963or Leech1974); knowing the other (possible) meaning associated. Nagy and Scott (2000) identify several dimensions that describe the complexity of what it means to know a word. First, word knowledge is incremental, which means that readers need to have many exposures to a word in different contexts before they “know” it. Second, word knowledge is multidimensional. This is because many words have multiple meanings and serve different functions in different function in different sentences, texts, and even conversations. Third, word knowledge is interrelated in that knowledge of one word connects knowledge of other words. What all of this means is that “knowing” a word is a matter of degree rather than an all-or-nothing proposition (Beck&Mckeown, 1991; Nagy&Scott, 2000). The degree of knowing a word are reflected in the precision with which we use a word, how quickly we understand a word, and how well we understand and use words in different modes and different purpose. The memory strategy, cognitive strategy, social strategy and metacognitve strategy are used more frequently than the affective strategy and compensative strategy. Conclusion This paper has attempted to provide some theories of second language vocabulary acquisition and some strategies. Such as metacognitive strategy, cognitive strategy, and social strategy. However, this paper also put forward some microcosmic strategy. As a matter of fact, vocabulary acquisition should combine the context. In addition, this paper hasn’t mentioned that culture is also an important factor in vocabulary acquisition. In the study of second language vocabulary acquisition, we should pay attention to the process and the acquiring results. This paper focuses on the study of the second language vocabulary acquisition strategies. Bibliography [1] A.U. Chamot. The Learning Strategies of ESL Students. In A. L. Wenden & J. Rubin, (eds), Learner Strategies in Language Learning, 1987. [2] Cater. R. and M. McCarthy. Vocabulary and Language Teaching. New York: Longman, 1987. [3] Nation, L. S. P. Teaching and Learning Vocabulary. New Newbury House Publishers, 1990. [4] O’Malley, J. & Chamot, A. U.. Learning Strategies in Second Language Acquisition [J]. Cambridge University Press, 1990:12-15. [5] 陈桦，张益芳.中国儿童英语词汇记忆策略探究[J].外语学刊,2001(4). [11] 戴曼纯. 论第二语言词汇习得研究[J]. 外语教学与研究，2002(2). [12] 徐德凯.大学英语词汇教学理论与实践[M].长春：吉林出版集团有限责任公司，2009. [6] 王文宇.观念、策略与英语词汇记忆[J].外语教学与研究，1998(1). [13] 文秋芳. 英语学习策略论.上海：上海外语教育出版社，1996. 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1. 戴光全. 重大事件对城市发展及城市旅游的影响研究——以'99昆明世界园艺博览会为例. 北京：中国旅游出版社. 2005.7. 第一版, 32万字.2. 戴光全 等. 节庆、节事及事件旅游：理论·案例·策划. 北京：科学出版社. 2005.9. 第一版, 25万字.3. 保继刚 等著. 旅游规划案例. 广州: 广东旅游出版社, 2003年5月 (戴光全定稿人之一, 编写第三章, 4万字).4. 周常春, 苗学玲, 戴光全 主译. 国际旅游规划案例分析. 天津: 南开大学出版社, 2004.1. 原版：Lynn C. Harrison (Editor), Winston Husbands (Editor). Practicing Responsible Tourism: International Case Studies in Tourism Planning, Policy, and Development. John Wiley & Sons, 1996（戴光全译校5章，共8.8万字）.5. 池雄标 主编. 滨海旅游理论与实践. 广州: 中山大学出版社, 2004.7 (戴光全参编第五章全部和第八、九章部分内容，5万字).6. 保继刚 等著. 城市旅游：原理·案例. 天津: 南开大学出版社, 2005.1.(戴光全参著2章、6.0万字: 戴光全, 周常春. 第九章 重大事件对城市旅游的影响：昆明案例；保继刚, 戴光全, 郑海燕. 第十五章 国际旅游城市客源市场空间结构演变：桂林案例).7. 保继刚 等著. 旅游区规划与策划案例(贵州赤水十丈洞旅游区规划, 戴光全; 大香格里拉旅游区开发策划, 甘盟雨, 戴光全). 广州: 广东旅游出版社, 2005.2.(戴光全参著2章, 4.5万字). 1. 戴光全, 马聪玲 主编. 节事活动策划与组织管理（劳动与社会保障部统编国家级职业教育规划高职高专院校会展专业教材）. 北京: 中国劳动出版社. 2007.2. 第一版, 29万字.2. Mike Weed and Chris Bull 著, 戴光全 朱竑 主译, 郭淳凡 校译. 体育旅游. Sports Tourism: Participants, Policy and Providers. 天津：南开大学出版社. 2006.3.第一版，27万字.3. 彭青主编. 旅游经济学. 沈阳: 东北财经大学出版社, 2007.7.第一版. (戴光全参编3章,2.5万字.)4. 张成娴主编. 新编市场营销学. 昆明：云南民族出版社, 1995年6月第一版第一次印刷 (戴光全编写两章, 4万字).5. 彭开聪, 陈晓红, 于克信主编. 中国现代工业经济管理学. 昆明：云南科技出版社, 1997年2月第一版第一次印刷 (戴光全编写两章, 5.5万字).6. Stephen L.J. Smith著, 吴必虎 等译, 保继刚校. 游憩地理学：理论与方法. Recreational Geography. 北京: 高等教育出版社，1992年9月第一版第一次印刷(戴光全翻译两章, 5.5万字). 1. 戴光全(执笔). 从严治院加强教学秩序管理. 云南经济管理干部学院学报. 1991, (4)(本文获“1989-1991年云南省高教学会高教研究论文三等奖”).2. 戴光全. 关于进一步搞好楚雄市电器成套设备厂的调查报告. 云南经济管理干部学院学报. 1992, (2).3. 邢德茂, 陆金声, 戴光全. 校县挂钩兴校富县. 经济管理干部教育(北京). 1992, (4).4. 戴光全(执笔). 我院教师教学情况调查的统计分析. 云南经济管理干部学院学报. 1994, (3).5. 戴光全. 论生活资料市场是社会主义市场经济体制“基础的基础”. 云南经济管理干部学院学报, 1995, (1).6. 李明龙, 戴光全. 旅游资源的包装与景区景点的可持续发展. 南昌职业技术师范学院学报. 2000, (3): 75-78.7. 戴光全, 李明龙. 从科学哲学看现代自然地理学研究的对象，内容和方法. 中山大学研究生学刊: 自然科学版. 2000, 21(4): 47-50.8. 戴光全. 旅游资源创新问题的初步研究. 桂林旅游高等专科学校学报. 2001, 12(1): 12-14.9. 戴光全. 基于FFII的城市旅游景观塑造：伊春市案例. 热带地理， 2001, 21(3): 251-256.10. 保继刚, 戴光全. 评《区域旅游规划原理》. 地理学报，2001，56(6): 744.11. 保继刚, 郑海燕, 戴光全. 桂林国内客源市场的空间结构演变. 地理学报, 2002, 57(1): 096-107.12. 戴光全, 吴必虎. TPC及DLC理论在旅游产品再开发中的应用——昆明市案例研究. 地理科学, 2002, 22(1): 123-128.13. 张骁鸣, 戴光全. 恐怖主义活动对目的地国家入境旅游的影响——以土耳其为例. 桂林旅游高等专科学校学报, 2002, 13(1): 77-82, 85.14. 陶伟, 戴光全, 吴霞. “世界遗产地苏州”城市旅游空间结构研究. 经济地理, 2002, 22(4): 487-491.15. 陶伟, 戴光全. 区域旅游发展的“竞合模式”探索：以苏南三镇为例. 人文地理, 2002, 17(4): 29-33.16.

吴霞 擅长以中西医结合方法治疗各种皮肤病常见病和多发病。毕业于上海医科大学，中华医学会皮肤科分会会员，至今已在国内外核心刊物上发表论文《白癜风高科技治疗》、《银屑病中医辨证》、《牛皮癣和白癜风防治疗新疗法》等20余篇，多次参与国家级皮肤病重点科研项目，并参与编写了多部皮肤病医学论著。从事临床工作30余年，尤其擅长治疗白癜风和牛皮癣。 长时间的临床经验造就了自己独有的特色治疗经验，综合个人的特殊个体，能够根据病情分析病因，同时根据不同的病情施以正确的治疗方案，稳定的白斑可以结合高科技黑色素细胞种植，可以承若一次性签约治疗白癜风。牛皮癣治疗则采用中医特色消银激活疗法，就是根据不同的诱发因素、不同的皮损病状、不同的病期阶段，中医辨证施治，3-4个月就能够真正治疗和有效预防复发，多年来治愈了众多患者，深受医学专家和广大患者赞誉。李清菊1980年毕业于中国协和医科大学医疗系。从事皮肤科专业20余年，擅长白癜风、黄褐斑等色素异常性疾病的研究及痤疮、脱发等诊治。尤其对白癜风的治疗方面，除了用中西药治疗外，引进并发展了国外先进技术，自己设计研制皮肤分离仪，开展用负压吸庖自体表皮移植治疗静止期白癜风2000多例，取得较好效果，有效率达96%。并已向全国各地及海外大小不同医院推广，取得良好的经济和社会效益。此课题已于1997年获北京市卫生局科技进步三等奖，获中国协和医科大学1998年医疗成果奖，同时参与对白癜风的发病机理探讨的研究工作。以第一作者发表论文20余篇，参加编写〈〈皮肤病学〉〉、〈〈皮肤病手册〉〉、〈〈红斑狼疮〉〉等著作。 现任北京京华友好中医院皮肤科学科带头人。坚持标本兼治、心理疏导综合疗法诊治各类皮肤病，见解独到，疗效独特。参加编写医疗专着2部，学术论文35余篇在国内外学术界发表交流，科研成果获省级科学技术进步二等奖。多年来，精心研究人体黑色素的培植、转移与降解过程中，从而治疗白癜风已取得令人瞩目的成就，使无数患者摆脱了白癜风的困扰。