词根策略在中等卫校医学英语词汇教学中的应用_孙晓卫.docx

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1、 The Application of Roots Strategy to Medical English Vocabulary Teaching at Secondary Health Schools A Thesis Presented to Foreign Languages College Ocean University of China In Partial Fulfillment of the Requirements For the Degree of Master of Arts By Sun Xiao-wei Under the Supervision of Prof. L

2、iu Jing March 2009 谨以此论文献给我的母校中国海洋大学，献给我的导师 及关心帮助我的外国语学院的老师、同学们，最后还要将此 文献给我的家人，感谢他们一直以来对我的理解、支持和照 顾。 一孙晓卫 The Application of Roots Strategy to Medical English Vocabulary Teaching at Secondary Health Schools 词根策略在中等卫校医学英语词汇教学中的 应用 学位论文完成日期 指导教师签字 答辩委员会成员签字 独创声明 本人声明所呈交的学位论文是本人在导师指导下进行的研究工作及取得的 研究成果。

3、据我所知，除了文中特别加 以标注和致谢的地方外，论文中不包含其 他人已经发表或撰写过的研究成果，也不包含未获得 (注：如没有其他需要特别声明的，本栏可空） 或其他教育机构的学位或证书伸 用过的材料。与我一同工作的同志对本研究所做的任何贡献均己在论文中作了明 确的说明并表示谢意。 本学位论文作者完全了解学校有关保留、使用学位论文的规定，有权保留并 向国家有关部门或机构送交论文的复印件和磁盘，允许论文被查阅和借阅。本人 授权学校可以将学位论文的全部或部分内容编入有关数据库进行检索，可以采用 影印、缩印或扫描等复制手段保存、汇编学位论文。同 时授权中国科学技术信息 研究所将本学位论文收录到中国学位论

4、文全文数据库，并通过网络向社会公 众提供信息服务。（保密的学位论文在解密后适用本授权书） 学 位 论 文 作 者 签 名 : 签 字 日 期 年 月 J R 学位论文版权使用授权书 学位论文 者签名： 签 字 日 期 年 t 月 文 日 导师签字 : 摘要 随着我国国力的增加，全球经济一体化的发展等，使我国与其他国家的交流越 来越广，越来越繁，这使国际间跨文化交流也益加广泛。医药卫生方面的国际交流 与合作也同样愈来愈频繁。以护理专业为例，随着全球进入老龄化社会，使得许多 国家都面临护理人员短缺的现象，而在国内，越来越多的外资医院的建立及国有医 院 “ 国际门诊 ” 的设置，都急需大量具有医学专

5、业英语知识的护理人员。因此，专 业医学英语开始受到越来越多的关注，许多中职卫生学校又重新设置医学英语课程， 力求短时间内大幅提高医学生的医学专业英语知识，然而医学英语本身的特点，使 教师的教和学生的学都处于枯燥无味的境地，专业英语教学质量不高，制约了涉外 医护人才的培养。特别是医学英语词汇的学习更是医学生最为害怕的事，然而医学 英语词汇却是进一步学习医学英语的前提和基础。其实医学专业词汇的构成也是有 一定规律可循的，医学英语的一个显著特点是希腊拉丁语占统治地位，医学英语中 一半以上的词汇都是在希腊拉丁 “ 词根 ” 上通过加前缀和后缀来构成新词的 。本文认 为在理解医学英语构词特点的基础上，为

6、医学生选择最佳词汇习得策略 -“ 词根 ” 策略，可以帮助他们了解医学词汇的特点和很好地记忆医学词汇，从而提高医学英 语整体教学效果，更好地满足市场对职业技能人才的需求。 目前国内外研究词根的文献有一共同特点 -几乎都局限于普通英语词汇、且方 法枯燥不吸引学生。 Nation 认为应用词根策略是最适合科技词汇学习的策略，他的 这一习得策略富有学习乐趣，在学习词汇知识的同时可以培养学生诸多能力，如： 交际能力、合作能力等因而被笔者所推崇。但是 Nation 的词根策略由于 缺乏针对性 因而对于医学英语词汇来说并不完全适合，但是目前笔者所了解的最适合医学英语 词汇习得的，因此怎样将Nation 的

7、词根策略应用于医学英语词汇教学是作者所要探 究和解决的问题。而且把Nation 的词根策略运用到医学英语词汇教学尚属首次。 本文基于对 “ 词根 ” 在英语单词结构和医学英语词汇构词特点中的重要性的分 析，试图结合 Nation 的词根策略，对当前中职医学英语词汇教学现状进行调查和研 究，尝试性地提出 “ 词根 ” 策略在医学英语专业词汇中的应用，提出在中职医学英 语词汇教学中应用词根策略的必要性和可行性并探 索如何有效实施 “ 词根 ” 策略以 提高中职英语词汇教学的质量。本文运用了理论论述和实践分析方法。通过大量的 例词分析医学英语词汇的构成和对全国六所不同省市的中等卫生学校的英语老师进

8、行了问卷调查，论证了在中职医学英语词汇教学中应用词根策略的必要性和可行性， 旨在为推动中职医学英语词汇教学乃至整个医学英语教学的教学质量，为社会培养 更多更好的卫生人才。 本论文由以下六章组成： 第一章：引言部分。介绍选题的目的和意义，首先通过分析当今我国中职医学英语 词汇教学的现状及存在的问题，指出了寻求更加行之有效的词汇教学方法 的必要性及其意义。其次是对本论文结构的大体描述。 第二章：文献回顾。对国内外 “ 词根 ” 策略的理论和研究的回顾。在本章中首先要 介绍医学英语词汇的特点，然后对医学、词汇、词根、策略四个词语的定 以及对中外有关词根文献的回顾，最后重点回顾 Nation 的词根策

9、略。 第三章：研究方法。论述本论文研究方法：通过分析法对 “ 词根 ” 在英语词汇构成 和医学英语构词特点中的重要性的分析；通过实证法，即通过问卷调查对 词根策略在全国七所中等卫生学校医学英语词汇教学中 的应用等做以了 解。 第四章：对 “ 词根 ” 重要性的分析结果及问卷调查结果发现：教师对医学英语词汇 构词的特点、来源知之甚少；所使用的语言教学策略也只是非常有限的。 对于怎样更好地运用 “ 词根 ” 策略来提高课堂教学效果虽然被教师所赞同， 但由于自身的知识有限和教学中所存在的困难而限制了该策略的应用。然 后作者论述了在中职医学英语词汇教学中应用词根策略是必要的和可行 的。 第五章：论述

10、“ 词根 ” 策略在中职医学英语词汇教学中实施的框架和有效步骤，并 对影响“ 词根 ” 策略应用的因素提出相应的建议。 第六章：结语部分。总结整理 论文，指出论文尚存在的不足之处。 关键词：词根策略；中等卫校；医学英语；词汇教学 Abstract With the promotion of our nations power and the global economic integrations, international cooperation and communication are thriving, the cooperation between China and other

11、countries is rapidly growing, so is Chinas medical and health industry. The shortage of foreign-related nursing, for example, has become one of the serious problems in many countries, as the whole world steps into the aged-society, many countries are suffering from the shortage of nurses, so the lab

12、or output of nurses to abroad is in a great demand. At the same time, there are more and more foreign hospitals have been built in our country, such hospitals also need a great of foreign-related medical and nursing staff. In order to meet the social demand, lots of medical universities and health s

13、chools offer medical English courses again, hence to enhance the medical knowledge of the medical students in short time. But the characteristic of the medicine makes the teaching and learning very boring, and it is difficult to increase the teaching effects, which restricts the training the medical

14、 and nursing staff. Medical English vocabulary is the basic and core element to the medical English courses, unfortunately, it is the most awful thing that for the medical students to deal with. As a matter of fact, there are certain rules in the formation of the medical English vocabulary. The most

15、 prominent feature in medical vocabulary is that Greek-Latin morphemes are in a dominant position. More than half of the medical English words are produced by roots plus affixes. The author believes on the basis of a good study and comprehension of the characteristics of word-formation, then offerin

16、g a suitable learning strategy- “roots” strategy for the students will facilitate students understanding and memorization of medical English vocabulary, in this way teachers can improve the whole classroom teaching effects and meet the market demand for health talents. But when we look into the stud

17、ies of uroots,9 strategy, both at home and abroad, we will find a common feature that almost all the studies are only concerning the learning of general English vocabulary and they are boring for the students to master. Among them Nation suggests that using roots strategy is one of the best way to t

18、each learners how to deal with the technology words. Nations roots strategy is full of fun of learning and it can cultivate many abilities of the students such as, communication ability, cooperation ability, innovation ability, etc. Hence the author believes there is a great necessity and feasibilit

19、y to apply “roots” strategy to medical English vocabulary teaching at secondary vocational schools. But Nations roots strategy cannot be used to medical English directly and completely, for it lacks of some direction for medical English vocabulary, thus how to apply Nations roots strategy to the tea

20、ching of medical English vocabulary is the main problem for the author research. And this is the first time to apply Nation roots strategy to the teaching of medical English vocabulary. Theoretical review and empirical analysis are the two methods used for the thesis. The thesis, based on the analys

21、is of the importance of “roots” in medical English words structure and word-formation, tries to combine Nation roots strategy to probe the present situation of medical vocabulary teaching and learning in six secondary health schools in China, pointing out the significance and feasibility of the appl

22、ication of roots” strategy to medical English vocabulary teaching, exploring how to implement this strategy in a more effective way so as to improve the present situation of medical English vocabulary teaching and hopefully to go further, the overall English teaching quality at secondary health scho

23、ols, and to cultivate the health talents for the society. This paper consists of six chapters as follows: Chapter One: Introduction. The author analyses the research value of this paper. With a brief introduction concerning current situation of English teaching of secondary health schools. This chap

24、ter points out the necessity and significance of exploring more effective teaching approaches for medical English vocabulary teaching at secondary health vocational schools. And then introduces the structure of the thesis. Chapter Two: Literature Review. The author gives a brief review of the previo

25、us studies on roots strategy, especially for the Nations root strategy. The definitions of four words such as, medical, vocabulary, root and strategy will be given. The characteristics of medical English vocabulary will be described first and the importance of “roots” in medical English words struct

26、ure and word-formation and the role of Latin-Greek roots will be discussed respectively. Chapter Three: Methods. One questionnaire research is conducted. The questionnaire designed by the author for the English teachers to answer, the teachers are from the different health schools of our country. Th

27、us the author can make a detailed study on the advantages of roof9 strategy to the medical English vocabulary teaching and give an account of the feasibility of roots strategy to medical English vocabulary teaching in next chapter. Chapter Four: Findings and Discussion. First this chapter presents t

28、he findings gain from the previous chapter. All the teachers who involved in this investigation have no Medical knowledge at all, some teachers have little knowledge of the “roots” strategy. And they all agree that there should be an application of the “roots” strategy to the medical vocabulary. And

29、 then the author gives a detailed account of the advantages, necessity and feasibility of application of “roots” strategy to medical English vocabulary teaching at secondary health schools. Chapter Five presents the outline of implementation of application of “roots” strategy to medical English voca

30、bulary teaching at secondary health schools. Chapter Six is the conclusion of the thesis, which includes a brief summary of the whole paper and points out the limitations of this research. Key Words: uroots strategy; secondary health school; medical English; vocabulary teaching Contents Chapter 1 In

31、troduction . 1 1.1 Purpose and Significance of the Study . 1 1.1.1 The Situation of Medical English Teaching at Present of Secondary Health Schools . 1 l.l.l.lThe Situation of the English Teachers . 3 1.1.1.2The Situation of the Medical Students . 4 1.1.2 The Purpose and Significance of the Study .

32、4 1.2 Structure of the Thesis . 6 Chapter 2 Literature Review . 8 2.1 The Characteristics of Medical English Vocabulary . 8 2.2 Definition of Medical and Vocabulary . 9 2.3 Definition of A Root . 10 2.4 The Analysis of the Importance of “Roots” in the Related Aspects . 10 2.4.1 The Analysis of the I

33、mportance of “Roots” in Medical English Word structure . 10 2.4.2 The Analysis of the Importance of “Roots” in Medical English Word-formation . 12 2.4.3 The Role of the Latin-Greek Roots in the Development of English Vocabulary . 15 2.5 Definition of Strategy . 17 2.6 A Brief Review of Previous Stud

34、ies of Roots Strategy at Home and Abroad . 18 2.7 Nations Roots Strategy . 19 2.7.1 Guessing Words in Context . 19 2.7.2 Using Mnemonic Techniques . 21 2.8 Summary . 22 Chapter 3 Methods . 25 3.1 Research Design . 25 3.2 Questionnaire Research . 25 3.2.1 Subject . 25 3.2.2 Instruments . 26 Chapter 4

35、 Findings and Discussion . 27 4.1 Findings . 27 4.1.1 Date Analysis of Questionnaire . 27 4.1.2 Advantages of Teaching “Roots” Strategy . 29 4.1.2.1 To Improve the Learning Effects . 29 4.1.2.2 To Improve the AbUity of Communication . 30 4.1.2.3 To Change Teacher-centered Class into Students-centere

36、d Class . 30 4.1.2.4 To Improve Students9 Learning Interest and Innovation Ability . 31 4.1.2.5 To Promote the Ability of Cooperation . 32 4.2 Discussion . 33 Chapter 5 The Implementation Framework of “Roots” strategy . 34 5.1 Teaching the Greek Roots First . 35 5.2 Focusing on the Root Word Instruc

37、tion of the Latin Roots . 36 5.3 Teaching the Medical English Vocabulary According to Their Word-formation 36 5.3.1 Recognizing Word Parts . 36 5.3.2 Teaching the Meanings of Roots. 38 5.3.3 Using Roots . 38 5.4 Other Means on the Implementation of “Roots” Strategy . 39 5.4.1 Pictures and Drawing . 39 5.5 To Change Other Factors Influencing the Application of “Roots” Strategy. 41 CHAPTER 6 CONCLUSION .