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本文报告了对125名英语专业学生所做的一次定量研究,目的在于研究受试在四年本科学习中英语认知词汇的具体发展模式。实验数据表明,四年中受试的认知词汇呈现出阶段性线性发展的特点,与母语使用者的词汇增长一样具有很强的规律性。此外,每一学年认知词汇的增长也具规律性,并非无序而不可预知。结合国外相关研究成果,我们发现英语学习的第六年是母语使用者与二语学习者共有的临界点,在此之前词汇的增长是缓慢且不规则的。
This paper reports on a quantitative study of 125 English majors aimed at studying the specific patterns of development of English cognitive vocabulary in four years of undergraduate study. The experimental data show that the cognitive lexicon tested in the past four years shows the characteristics of a periodical linear development, which has the same regularity as the vocabulary growth of native speakers. In addition, the growth of cognitive vocabulary in each academic year is also regular, not disorderly and unpredictable. Combined with the relevant foreign research results, we found that the sixth year of English learning is the common point of both native speakers and second language learners. Before that, the growth of the vocabulary was slow and irregular.