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首页> 外文会议>International Technology,Education and Development Conference >(278)THE MNEMONIC EFFECT OF LEXICAL COLLOCATIONS INBUSINESS ENGLISH: AN EXPERIMENTAL STUDY
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(278)THE MNEMONIC EFFECT OF LEXICAL COLLOCATIONS INBUSINESS ENGLISH: AN EXPERIMENTAL STUDY

机译：（278）词汇搭配民用英语的助记符：实验研究

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摘要

This paper introduces an experimental study performed among a group of universitystudents of Business English to promote lexical learning in this field. As lexis is one of thekey areas of this discipline (Pickett, 1989) [1] and students usually struggle with businessterms, our experimental research was also aimed at examining the most effectiveapproach to vocabulary acquisition. Bearing this educational purpose in mind, first, wetested the hypothesized advantage of designing specific computerised materials followinga cognitive-based viewpoint. Secondly, we assessed the relevance of syntagmaticrelations in the structure of the L2 mental lexicon (Nation, 2001 [2];Wolter, 2006 [3]).That being the case, acquiring lexical collocations would prove to be a more effective andlasting knowledge than learning isolated items. The evidence supports the firsthypothesis, since all students improved extensively their lexical ability. In relation to thesecond thesis, the results were inconclusive. It was found out that collocational lexicalacquisition ranked higher than acquisition of isolated terms, but not all learners followedthis pattern. Nevertheless, the deviation was not constant enough to rule out ourassumption. This tentative finding, then, should be committed to further experimentationbecause the results can improve our teaching practice. In other words, if we are notwrong and collocational lexical acquisition proves to be more effective then, a substantialre-examination of our current methods for teaching vocabulary would be in order.
机译：本文介绍了一项实验研究，在一群商务英语学院进行，促进了这一领域的词汇学习。由于Lexis是本学科的“诸如”Pickett，1989年）[1]和学生通常与Businessterms斗争，我们的实验研究也旨在检查最有效的攻击性侵犯。致力于介绍这种教育目的，首先播放设计特定计算机化材料之后基于认知的观点的假设优势。其次，我们评估了L2心理Lexicon结构中的Syntagmatic reliations（Nation，2001 [2]; Wolter，2006 [3]）。这种情况，获取词汇搭配将被证明是更有效的和空无次的知识学习孤立的物品。证据支持出版空间，因为所有学生都会广泛改善了他们的词汇能力。关于第一个论点，结果不确定。结果发现，搭配词条公正排名高于收购孤立的术语，但并非所有学习者都是随访的模式。然而，偏差并不足够恒定，以排除我们的主张。那么，应该致力于进一步实验，因为结果可以改善我们的教学实践。换句话说，如果我们不交，搭配词汇收购被证明更有效，那么对我们目前的语义教学方法的实质性审查将是为了秩序。

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