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医学英语词汇一直是专业英语教学的核心任务。本研究以Gu和Johnson的词汇学习问卷VLQ5为蓝本,采用了欧式智商测试题,对本校262名本科生进行了调查问卷。其中有效调查问卷240张,实际参与率91.6%。在21项策略变量中,有6项变量的均值超过4.5。医学英语词汇的学习策略与智商分布没有相关性。按照智商结果进行分组后,各组之间无显著性差异。研究结果表明,在医学英语词汇学习中,学生没有重视词根词缀的学习策略;智商不同的学生,采取的医学词汇学习策略相同。
Medical English vocabulary has always been the core task of professional English teaching. Based on the VLQ5 vocabulary learning questionnaire of Gu and Johnson, this study adopts the European IQ test to investigate 262 undergraduates in our school. 240 of which are valid questionnaires, the actual participation rate of 91.6%. Of the 21 policy variables, 6 variables averaged over 4.5. There is no correlation between the learning strategies of medical English vocabulary and IQ distribution. After grouping according to IQ results, there was no significant difference between the groups. The results show that in the medical English vocabulary learning, students do not pay attention to the root affix learning strategies; students with different IQ, medical vocabulary learning strategies taken by the same.