Question

高分寻摘要翻译，谢谢！机器翻译的请不要白费时间了。

词汇学习是外语学习中极为关键的环节也是我国中学生学习外语的难点。新颁布的《普通外语课程标准》又提高了对高中生英语词汇学习的要求。本研究通过对高中生词汇学习现状的分析和研究，结合当前词汇教学的相关理论研究成果，以山东省某中学高三学生为研究对象，通过为期三个月的阅读附带词汇实验进行了词义、搭配和句法等层次的考查，采取定量的描述方法对测试结果进行了统计分析在此基础上就高中生如何更有效的学习词汇提出切实做法。以帮助学生走出词汇学习的困境。
词汇习得可通过刻意学习和附带习得两种途径进行。在中国学生中，特别是高中生层次中，阅读中附带习得词汇曾被认为因受到学生词汇量、语境线索、文化背景知识等因素影响而不容易进行。而随着英语学习条件的改善，学生接触英语语料机会的增多。学生英语水平的提高，附带习得词汇完全可以在高中生层次进行。据此，本研究提出两个假设。假设一：高中生可以在阅读中附带习得词汇。假设二：词汇直接学习和间接学习相结合可以更好的促进词汇习得。在实验中发现，阅读中可以附带习得一定量的词汇。学生不仅习得了部分超纲词汇 ，而且也对大纲要求掌握的单词有了更好的记忆效果。同时发现在词汇知识各层面中，词义习得要优于搭配和句法的习得。在词汇能力方面，学生的接受技能和产出技能之间存在较大的差距，二者相关性很小。因此教师应注意加强学生产出性能力和接受性能力的相互转化。
根据研究结果，本文建议在高中英语教学中，教师应充分利用阅读附带习得词汇这一规律，有机将附带习得词汇和有意学习结合起来，通过适当增强方式加以强化，是学生不仅加强对新课程标准中所要求词汇的深层掌握，而且进一步扩大词汇量。同时教师也要注意提高学习者的元认知策略，以更好的促进词汇习得效果。

Answer 1

The study of vocabulary is very important when learning a foreign language, and it is also a main difficulty for our middle-school students to study . Newly promulgated "Ordinary Foreign Language Curriculum Standard" has enhanced the standard of high school English vocabulary study. This research through analyzing and researching the present situation of high school student's vocabulary study, and combining current related fundamental research achievement of vocabulary teaching, taking the some senior high school students in Shandong Province as the research object, through earring on reading supplementary vocabulary experiments three months on the examination of the word meaning ,the word matching, syntax and so on , having adopted the quantitative description method to make a statistical analysis to of the experimental results,and on this foundation we propose a practical procedure on a more effective method for high school student to study vocabulary,and help the student to go out the predicament of English vocabulary learning .
The vocabulary acquisition mainly in two ways: Intentional and Incidental Learning. Our Chinese students,especially the ones in the level of high school, incidental vocabulary learning in English reading was once considered difficult to proceed because of the influence such as students’ vocabulary, context clue,cultural background knowledge and so on. But along with the improvement condition of English study, the student have more opportunities to contact with English language material. With the enhancement of student English proficiency, the incidental vocabulary acquisition can definitely be allowed to carry on in the level of high school students. According to the above, this research proposes two suppositions: First: the high school student may acquire incidental vocabulary in English reading. Second: It is a better promotion in combination with direct learning and indirect learning.It is discovered in the experiment that, the students may acquire a quantity of vocabulary incidentlly in reading. Student not only acquire some vocabulary that out of the outlines, but also have the better memory of the words which requested in the program. Simultaneously we discovered that in each aspect of word knowledge, word meaning is better than acquisition of English collocation and syntax.In the aspect of vocabulary skill, there is a big gap between the input skill and output skill, the relevance is very small.Therefore, the teacher should pay attention to the strengthening the mutual transformation between students’ receptive ability and productive ability.

According to the findings, this article suggested that in the high school English teaching, the teacher should fully using this rule of acquiring incidental vocabulary in English reading, and combine the intentional and incidental Learning at the same time; through the suitable way to strengthen, it will not only make the student grasp deeply of vocabulary requested in the new curriculum standard, but will also enlarge the vocabulary. Simultaneously the teacher should pay attention to the enhance students’ meta-cognitive strategy as well, to promote a better result in the effect of vocabulary acquisition.

Answer 2

Vocabulary Learning foreign language learning is a crucial part of our students are learning a foreign language difficult. The new "common foreign language curriculum standards" for high school students and improve English vocabulary learning requirements. This study by high school students learning vocabulary of analysis and study, the combination of current vocabulary teaching theoretical research results related to a middle school in Shandong Province to study high school junior, a three-month reading through incidental to the meaning of vocabulary, syntax, and with the level visits to ration the description of the test results in a statistical analysis on the basis of high school students learning how to more effectively put to practice vocabulary. To help students learn vocabulary out of the predicament.
Vocabulary Acquisition deliberately through incidental learning and acquisition of two ways. Students in China, especially in the high school level, in reading vocabulary was considered incidental Acquisition arising from the students vocabulary, context clues, cultural background knowledge of factors not easy. Along with the improvement of conditions for learning English, students with the opportunity to increase English corpus. Students raise the standard of English, vocabulary entirely incidental acquisition in high school levels. Accordingly, this study two assumptions. Assumption 1: high school students can read in the fringe Acquisition vocabulary. Assumption 2: vocabulary learning directly and indirectly learning can be combined to promote better vocabulary acquisition. In experiments that can be read with a certain amount of vocabulary acquisition. The students are part of Chao-gang Acquisition vocabulary, but also to outline requirements word has a better grasp of the memory effect. Also found in the vocabulary knowledge level, meaning Acquisition is better than with the Acquisition and syntax. In terms abilities, students receive skills and outputs there is a skills gap between the two little relevance. So teachers should pay attention to strengthening students output capacity and the capacity to change into each other.
Based on the findings, it is recommended that English teaching in high school, teachers should make full use of incidental reading of this vocabulary acquisition, organic Acquisition will be incidental vocabulary and learning to combine the enhanced through appropriate ways to strengthen, not only to strengthen students in the new curriculum standards required by the terms of the deep grasp , and further expand the vocabulary. At the same time teachers also need to improve learners Metacognitive strategy to promote better vocabulary acquisition effects.

Answer 3

偶初学语言学，书还没看完。。- -