李小龙(Xiaolong Li, 1988)的研究说明,从语境中猜测词

The research of Xiaolong Li (1988) shows that the higher the score of guessing the meaning of a word from the context, the better the memory of the vocabulary. Different contextual clues also have an impact on guessing words. He investigated the sentence comprehension of 48 advanced level English learners in Hong Kong. In the experiment, he divided contextual clues into two categories: cue-adequate sentences and cue-inadequate sentences. For example, John took out a collapsible bicycle and rode to school. He believes that this sentence is a non-reminder sentence, because there is no clue to explain the new word collapsible. Let's look at an example of a reminder sentence: John took out a collapsible bicycle, unfolded it, and rode to school. Because unfolded provides clues for the understanding of the target word. The results show that students can easily guess the meaning of new words in prompt sentences, and the memory effect is also better.

Xiaolong Li (1988) studies show that the higher the score of guessing the meaning of a word from context, the better the vocabulary memory. Different contextual cues also have an effect on guessing words. He surveyed 48 advanced English learners in Hong Kong about their understanding of sentences. In the experiment, he divided contextual cues into two categories: cues-ed sentences and non-suggestive sentences. For example, John took out a collapsible bicycle and rode to school. He thinks this sentence is a non-suggestive sentence because there are no clues to explain the new word colapsible. Let's look at another example of a prompt sentence: John took out a collapsible bicycle, unfolded it, and rode to school. Because the understanding of the target word provides clues. The results show that students can guess the meaning of the new words in the prompt sentence more easily, and the memory effect is also better.

李小龙(Xiaolong Li, 1988)的研究说明,从语境中猜测词义的分数越高,词汇记忆得越好。不同的语境线索对猜词也有影响。他在香港调查了48名高级水平的英语学习者对句子的理解。实验中,他将语境线索分为两类:提示型句子(cues-adequate sentences)和非提示型句子(cues-inadequate sentences)。例如, John took out a collapsible bicycle and rode to school。他认为这个句子属于非提示型句子,因为没有任何线索能够解释说明生词collapsible。我们再看一例提示型句子: John took out a collapsible bicycle, unfolded it, and rode to school。因为unfolded为目标词的理解提供了线索。结果显示,学生可以较轻松地猜出提示型句子里的生词词义,记忆效果也较好。<BR>