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| 中文摘要: |
| 目的 调查、分析医学专科学生英语词汇学习现状，为探索词汇教学的有效途径提供参考。方法 以200名2010级医学专业专科学生为研究对象，按英语词汇测试成绩从高到低排列，成绩前30%和后30%分为“高分组”和“低分组”，通过自制量表调查2组学生的词汇学习现状，采用PASW Statistics统计工具进行探索性因子分析，独立样本t检验以比较2组学生词汇学习的异同。结果 在析出的4个因子中，2组学生在词汇学习“态度”“方法策略”（P=0.000），“词汇深度”（P=0.010）3个因子上呈现的差异均有统计学意义，在词汇“重要性”认识（P=0.099）上差异无统计学意义。结论 词汇学习态度、方法策略、深度是影响词汇学习的重要因素。在教学过程中应引导学生转变词汇学习态度，激发兴趣，倡导自主学习，同时改善词汇学习方法，重视词汇深度。 |
| 英文摘要: |
| Objective To explore effective ways of vocabulary learning through investigation of medical college students. Methods Vocabulary learning of 200 medical college students from grade 2010 （high-score group and low-score group） were investigated by self-made scales. Exploratory factor analyses were conducted by PASW Statistics software. Vocabulary learning of two groups was compared by independent-samples t test. Results There were statistical significances in factors of ‘attitude’ （P = 0.000）， ‘methods and strategies’ （P = 0.000）， ‘vocabulary depth’ （P = 0.010） between higher-score and lower-score students and there was no statistical significance was in ‘importance of vocabulary’ （P=0.099） between two groups. Conclusions Attitude， methods and strategies as well as vocabulary depth play a central role in vocabulary learning. |
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