在大学英语分级教学模式下,非英语专业C班学习者在阅读语境中附带习得词汇效果不及直接学习。针对C班学生,直接词汇教学利于学生词汇临界水平的突破,但在实际教学中,老师还应通过各种课堂设计提高学生词汇的产出性,避免接受性词汇和产出性词汇的差距拉大。 Under the college English gradation teaching mode, non-English major C class learners have less effect than direct learning in incidental vocabulary acquisition. For Class C students, direct vocabulary teaching is conducive to the breakthrough of students ’vocabulary at a critical level. However, in practical teaching, teachers should also improve the output of students’ vocabulary through various classroom designs and avoid the gap between receptive and productive words. Big.