基于频率作用的大学英语词汇教学模式研究
|
摘要
在学习理论中,频率是一个核心问题(桂诗春2000：95)。英国心理学教授Ellis认为“频率是语言习得的关键,因为语言规则来源于学习者终生对于语言输入分布特点的分析”(Ellis2002:144)。频率影响着语言从输入到吸收的转化,影响着语言加工的熟练程度和流利性。英国语言学家Leech (2011:17)指出,凡是有关学习者语言输入、学习者语言使用和学习者评估的研究都应当以频率信息为指导。随着认知语言学、心理语言学、语料库语言学等学科的发展,对于频率作用的研究也成为语言学及语言教学的一个研究热点。
本研究以频率作用对大学英语词汇教学的影响为切入点,通过对需求分析理论、输入假说、输出假说的理论综述和对频率作用构成要素(词汇的分布频率、覆盖率、复现率和练习频率)等的讨论和分析,提出基于频率作用的大学英语词汇教学模式：
为了了解基于频率作用的词汇教学模式对学习者词汇习得的影响情况,本研究设计并实施了一个基于频率作用的词汇教学模式的教学实验,实验历时一个学期共计一百二十余天。通过对实验组和对照组的学生的词汇水平测试、英语综合水平测试和访谈,笔者发现,经过了基于频率作用的词汇教学模式实验后,实验组学生的词汇水平和英语综合水平有了质的提高。这个实验结果说明,基于频率的词汇教学模式在促进实验组受试群体的词汇学习方面有着明显的促进作用。
根据基于频率作用的词汇教学模式的实验数据分析和讨论,本研究得出如下四个结论：科学的词汇需求分析能够为词汇教学奠定坚实可靠的基础；目标词汇的高频率凸显式直接教学可以较好地吸引学生的注意力,促进输入的效果；投入量较大的输出任务能够促进词汇知识的深度加工；评估和反馈是学习的可持续发展的保证。
在基于频率作用的大学英语词汇教学模式的研究过程中,笔者还得到了一些对英语词汇教学有一定价值的启示。教师在英语教学中扮演着重要的角色,为了使基于频率作用的词汇教学模式更好的应用于和服务教学,教师担负着重要的使命,教师要增强语料分析意识,运用词频研究成果和手段指导、辅助词汇教学；要把词汇学习从课堂延伸到课外,指导并督促学生在课堂之外进行广泛的阅读和听力的输入及练习；有必要帮助学生了解和形成有效的词汇学习策略以利于其后续的学习和发展。
In learning theory, frequency is a core issue (Gui2000:95). Nick Ellis concludedthat frequency is thus a key determinant of acquisition because rules of language, at alllevels of analysis are structural regularities that emerge from learners lifetime analysis ofthe distributional characteristics of the language input (2002:144). Frequency exertsinfluence on the transformation from language input to language intake, affecting theproficiency and fluency of language processing. Geoffrey Leech pointed out that fromnow on, there is no reason why any choices regarding learner input, learner performanceand learner evaluation should not be frequency-informed (2011:17). With thedevelopment of cognitive linguistics, psycholinguistics, corpus linguistics and otherdisciplines, the effect of frequency has become a research focus in the field of Linguisticsand Language Teaching.
The main emphasis of this study is college English vocabulary teaching underfrequency effect. Under the theoretical guidance of Needs Analysis Theory, InputHypothesis and Output Hypothesis, with the discussion and analysis of the frequencycomponents (vocabulary distribution frequency, text coverage, recurrence frequency andtask frequency), a frequency-based vocabulary teaching model is devised and establishedas follows:
In order to explore the effect of the frequency-based vocabulary teaching model, thisstudy conducted a one-semester teaching experiment. Results of vocabulary level tests,final examinations and interviews illustrate that the experimental group made significantprogress in both vocabulary level and the overall level of English, which justify theeffectiveness of the model.
In reference to the data analysis and discussion of frequency-based vocabularyteaching experiment, this study draws four conclusions: Scientific vocabulary needsanalysis lays a solid and reliable foundation for subsequent teaching; direct, frequent andsalient teaching of target vocabulary attracts students attention and enhances the effect ofinput; tasks of big amount of involvement facilitates the depth of vocabulary knowledgeprocessing; assessment and feedback guarantees sustainable learning.
Three implications for pedagogy and future research are made to bring the study to aclose. For the model s better application in vocabulary teaching, English teachers havemore missions to shoulder. They need to foster corpus analysis awareness and practicetheories of frequency to extend vocabulary learning from classroom work toextracurricular study, guiding and supervising students extensive reading and listeningexercises; and to help students understand and acquire effective vocabulary learningstrategies for their future learning and development.
本研究以频率作用对大学英语词汇教学的影响为切入点,通过对需求分析理论、输入假说、输出假说的理论综述和对频率作用构成要素(词汇的分布频率、覆盖率、复现率和练习频率)等的讨论和分析,提出基于频率作用的大学英语词汇教学模式：
为了了解基于频率作用的词汇教学模式对学习者词汇习得的影响情况,本研究设计并实施了一个基于频率作用的词汇教学模式的教学实验,实验历时一个学期共计一百二十余天。通过对实验组和对照组的学生的词汇水平测试、英语综合水平测试和访谈,笔者发现,经过了基于频率作用的词汇教学模式实验后,实验组学生的词汇水平和英语综合水平有了质的提高。这个实验结果说明,基于频率的词汇教学模式在促进实验组受试群体的词汇学习方面有着明显的促进作用。
根据基于频率作用的词汇教学模式的实验数据分析和讨论,本研究得出如下四个结论：科学的词汇需求分析能够为词汇教学奠定坚实可靠的基础；目标词汇的高频率凸显式直接教学可以较好地吸引学生的注意力,促进输入的效果；投入量较大的输出任务能够促进词汇知识的深度加工；评估和反馈是学习的可持续发展的保证。
在基于频率作用的大学英语词汇教学模式的研究过程中,笔者还得到了一些对英语词汇教学有一定价值的启示。教师在英语教学中扮演着重要的角色,为了使基于频率作用的词汇教学模式更好的应用于和服务教学,教师担负着重要的使命,教师要增强语料分析意识,运用词频研究成果和手段指导、辅助词汇教学；要把词汇学习从课堂延伸到课外,指导并督促学生在课堂之外进行广泛的阅读和听力的输入及练习；有必要帮助学生了解和形成有效的词汇学习策略以利于其后续的学习和发展。
In learning theory, frequency is a core issue (Gui2000:95). Nick Ellis concludedthat frequency is thus a key determinant of acquisition because rules of language, at alllevels of analysis are structural regularities that emerge from learners lifetime analysis ofthe distributional characteristics of the language input (2002:144). Frequency exertsinfluence on the transformation from language input to language intake, affecting theproficiency and fluency of language processing. Geoffrey Leech pointed out that fromnow on, there is no reason why any choices regarding learner input, learner performanceand learner evaluation should not be frequency-informed (2011:17). With thedevelopment of cognitive linguistics, psycholinguistics, corpus linguistics and otherdisciplines, the effect of frequency has become a research focus in the field of Linguisticsand Language Teaching.
The main emphasis of this study is college English vocabulary teaching underfrequency effect. Under the theoretical guidance of Needs Analysis Theory, InputHypothesis and Output Hypothesis, with the discussion and analysis of the frequencycomponents (vocabulary distribution frequency, text coverage, recurrence frequency andtask frequency), a frequency-based vocabulary teaching model is devised and establishedas follows:
In order to explore the effect of the frequency-based vocabulary teaching model, thisstudy conducted a one-semester teaching experiment. Results of vocabulary level tests,final examinations and interviews illustrate that the experimental group made significantprogress in both vocabulary level and the overall level of English, which justify theeffectiveness of the model.
In reference to the data analysis and discussion of frequency-based vocabularyteaching experiment, this study draws four conclusions: Scientific vocabulary needsanalysis lays a solid and reliable foundation for subsequent teaching; direct, frequent andsalient teaching of target vocabulary attracts students attention and enhances the effect ofinput; tasks of big amount of involvement facilitates the depth of vocabulary knowledgeprocessing; assessment and feedback guarantees sustainable learning.
Three implications for pedagogy and future research are made to bring the study to aclose. For the model s better application in vocabulary teaching, English teachers havemore missions to shoulder. They need to foster corpus analysis awareness and practicetheories of frequency to extend vocabulary learning from classroom work toextracurricular study, guiding and supervising students extensive reading and listeningexercises; and to help students understand and acquire effective vocabulary learningstrategies for their future learning and development.
引文
Adolphs, S.,&Schmitt, N. Lexical Coverage of Spoken Discourse [J]. AppliedLinguistics,2003,24(4):425-438.
Anderson, J. R. Learning and Memeory: An Integrated Approach (2nd ed.)[M]. NewYork: John Wiley,2000.
Beglar, D. A Rasch Based Validation of the Vocabulary Size Test [J]. Language Testing,2010,27(1):101-118.
Bowen, D., Madsen, H.,&Hilferty, A. TESOL Techniques and Procedures [M].Rowley, MA: Newbury House Publishers,1985.
Bybee, J. Usage-based Grammar and Second Language Acquisition [A]. P. Robinson&N.Ellis (Eds). Handbook of Cognitive Linguistics and Second Language Acquisition[C]. New York and London: Routledge,2008:216-236.
Bygate, M. Effects of Task Repetition Appraising the Developing Language of Learners[A] J Willis&D Willis (eds.). Challenge and Change in Language Teaching[z] Oxford Heinemann,1996:134-146
Bygate, M. Effects of Task Repetition on the Structure and Control of Oral Language[A] M Bygate P Skehan&M Swain (eds.). Researching Pedagogical TasksSecond Language Learning, Teaching and Testing [C] Harlow, England Longman,2001:23-48.
Carter, R.,&McCarthy, M. Vocabulary and Language Teaching [M]. London Longman,1988.
Carver R Percentage of Unknown Vocabulary Words in Text as a Function of theRelative Difficulty of the Text: Implications for Instruction [J]. Journal of ReadingBehavior199426(4):413-437
Cho, K. S.&Krashen, S. Acquisition of Vocabulary from the Sweet Valley Kids Series[J]. Journal of Reading,1994,(37):662-667.
Chomsky, N. Current Issues in Linguistic Theory [M]. The Hague Mouton,1964.
Coady, J. L2Vocabulary Acquisition through Extensive Reading [A]. Coady, J.&Huckin,T.(eds.). Second Language Vocabulary Acquisition [C]. New York: CambridgeUniversity Press,1997:225-237.
Coady, J.(2001). L2vocabulary acquisition through extensive reading. In J. Coady&T.Huck (eds.), Second Language Vocabulary Acquisition. Shanghai: Shanghai ForeignEducation Press.
Cobb, T. Computing the Vocabulary Demands of L2Reading [J]. Language Learning&Technology,2007,11(3),38-63.
Cohen, A. D. Strategies in Learning and Using a Second Language [M]. London:Longman,1998.
Coxhead, A. A New Academic Word List [J]. TESOL Quarterly,2000:34(2),213-238.
Crookes, G. Second Language Speech Production Research: A MethodologicallyOriented Review [J]. Studies in Second language Acquisition,1991,(13):113-132.
Dale, E. Vocabulary Measurement: Techniques and Major Findings [J]. ElementaryEnglish,1965(42):895-901.
DeKeyser, R. Automaticity and Automatization [A]. P. Robinson (ed.). Cognition andSecond Language Instruction [C]. New York: Cambridge University Press,2001:125-151.
Dudley-Evans, T.,&St John, M. Developments in ESP: A Multi-disciplinary Approach[M]. Cambridge: Cambridge University Press,1998.
Ebbinghaus, H. Memory: A Contribution to Experimental Psychology [M]. NewYork: Dover,1885/1962.
Ellis, R.,&Shinatani, N. Exploring Language Pedagogy through Second LanguageAcquisition Research [M]. New York: Routledge,2013.
Ellis, N. Frequency Effects in Language Processing: A Review with Implications forTheories of Implicit and Explicit Language Acquisition [J]. Studies in SecondLanguage Acquisition,2002,24(2):143-188.
Ellis, N. Optimizing the Input: Frequency in Usage-based and Form-focussed Learning[A]. M. H. Long&C. Doughty (eds.). Handbook of Language Teaching [C]. Oxford:Blackwell,2009:139-158.
Ellis, N.,&Schmidt, R. Rules or Associations in the Acquisition of Morphology? TheFrequency by Regularity Interaction in Human and PDP Learning of Morphosynta[J]. Language and Cognitive Processes,1998,(13):307-336.
Ellis, R. Second Language Acquisition [M] New York: Oxford University Press,1997.
Ellis, R.&Shintani, N. Exploring Language Pedagogy through Second LanguageAcquisition Research [M] London: Routledge,2013.
Elley, W. B. Acquiring Literacy in a Second Language: The Effect of Book-basedPrograms [A]. Language Learning,1991,41(3):375-411.
Fields, R. D. Making Memories Stick [J]. Scientific American,2005,2(292):5863.
Francis W. N.,&Kucera, H.. Frequency Analysis of English Usage [M] Boston:Houghton Mifflin Company,1982.
Fox, L. On Acquiring an Adequate Second Language Vocabulary [A]. M.N. Long&J.C.Richards (eds.). Methodology in TESOL: A Book of Readings [C]. New York:Newbury House Publishers,1987:307-311.
Gairns, R.&Redman, S. Working with Words: A Guide to Teaching and LearningVocabulary [M]. Cambridge: Cambridge University Press,1986.
Gass, S. Integrating Research Areas: A Framework for Second Language Studies [J].Applied Linguistics,1988(9):198-217.
Gass, S. M.,&Mackey, A. Frequency Effects and Second Language Acquisition [J].Studies in Second Language Acquisition,2002,(24):249-260.
Gass, S.,&Mackey, A. Data Elicitation for Second and Foreign Language Research [M].Mahwah, NJ: Lawrence Erlbaum Associates,2007.
Gass, S.,&Selinker, L. Second Language Acquisition: An Introductory Course (3rd ed.)[M]. London: Routledge,2008.
Grenfell, M.,&Harris, V. Modern Languages and Learning Strategies: In Theory andPractice [M]. London: Routledge,1999.
Gu, Y.,&Johnson, R. K. Vocabulary Learning Strategies and Language LearningOutcomes [J]. Language Learning,1996,(46):643-679.
Halliday, M. A. K. Computational and Quantitative Studies: Collected Works of M. A. K.Halliday (Volume6)[M]. London and New York: Continuum,2005.
Hanks, P. Lexicology: Critical concepts in linguistics. London and New York: Routledge,2008.
Harmer, J. The Practice of English Language Teaching [M]. London: Longman,1988.
Harrington, M.,&Dennis, S. Input-driven Language Learning [J]. Studies in SecondLanguage Acquisition,2002,24(2):261-268.
Hatch, E.,&Wagner-Gough, J. Explaining Sequence and Variation in Second LanguageAcquisition [J]. Language Learning,1976,(4):39-47.
Haynes M.,&Baker, I. American and Chinese Readers Learning from LexicalFamiliarization in English Texts [A]. T. Huckin M. Haynes&J. Coady (eds).Second Language Reading and Vocabulary Acquisition [C]. Norwood, NJ: Ablex,1993:130-152.
Hedge, T. Teaching and Learning in the Language Classroom [M]. Shanghai: ShanghaiForeign Language Education Press,2002.
Herman, P., Anderson, R., Pearson, P.,&Nagy, W. Incidental Acquisition of WordMeaning from Expositions with Varied Text Features [J]. Reading ResearchQuarterly,1987(22):263-284.
Holec, H. Autonomy in Foreign Language Learning [M]. Oxford: Pergamon,1981.
Horst, M. How Well does Teacher Talk Support Incidental Vocabulary Acquisition [J]?Reading in a Foreign Language,2010,22(1):161-180.
Horst, M., Cobb, T.,&Meara, P. Beyond a Clock-word Orange: Acquiring SecondLanguage Vocabulary through Reading [J]. Reading in a Foreign Language,1998,(11):207-223.
Howatt, A. P. R. A History of English Language Teaching [M]. Oxford: OxfordUniversity Press,1984.
Hsueh-chao, H.&Nation, P. Unknown Vocabulary Density and Reading Comprehension[J]. Reading in a Foreign Language,2000,13(1):403-430.
Hu, M.,&Nation, P. Vocabulary Density and Reading Comprehension [J]. Reading in aForeign Language,2000,13(1):403-430.
Hudson, R. Word Grammar, Cognitive Linguistics, and Second Language Learning andTeaching [A]. P. Robinson&N. Ellis (eds.). Handbook of Cognitive Linguistics andSecond Language Aacquisition [C]. New York and London: Routledge,2008:89-113.
Hulstijn, J. H. What Does the Impact of Frequency Tell Us About the LanguageAcquisition Device?[J]. Studies in Second Language Acquisition,2002,(24):269-273.
Hulstijn, J. H.&Laufer, B. Some Empirical Evidence for the Involvement LoadHypothesis in Vocabulary Acquisition [J]. Language Learning,2001,51(3):539-558.
Hutchinson, T.,&Waters, A. English for Specific Purposes: A Learning-centeredApproach [M]. Cambridge: Cambridge University Press,1987.
Jensen, E. D.&Vinther, T. Exact Repetition as Input Enhancement in Second LanguageAcquisition [J]. Language Learning,2003,(53):373-428.
Jiang, Nan. Lexical Representation and Development in a Second Language [J]. AppliedLinguistics2000,(21):47-77.
Joyce, B., Weil, M., Wald, R., Gulion, C., Feller, M.,&Mckibbin, M. Models of Teachingas a Paradigm for Teaching Education [M]. New York: Teachers College, ColumbiaUniversity,1972.
Kachroo, J. Report on an Investigation into the Teaching of Vocabulary in the First Yearof English [J]. Bulletin of the Central Institute of English,1962,(2):67-72.
Kennedy, G. An Introduction to Corpus Linguistics [M]. Beijing: Foreign LanguageTeaching and Research Press,2000.
Kiewra, K. A., Mayer, R. E., Christensen, M., Kim, S-I.,&Risch, N.. Effects ofRepetition on Recall and Note-taking Strategies for Learning from Lectures [J].Journal of Educational Psychology,1991,(83):120-123.
Krashen, S. D. Principles and Practice in Second Language Acquisition [M]. Oxford:Pergamon,1982.
Krashen, S. D. The Input Hypothesis: Issues and Implications [M]. London: Longman,1985.
Krashen, S. D. Second Language Acquisition and Second Language Learning [M].Oxford: Pergamon,1987.
Krashen, S. We Acquire Vocabulary and Spelling by Reading: Additional Evidence forthe Input Hoypothesis [J]. The Modern Language Journal,1989,(73)440-464.
Krashen, S. D. The Comprehension Hypothesis: Recent Evidence [J]. English Teachers'Journal.1997,(51):17-29.
Kumaravadivelu, B. Beyond Methods: Macrostrategies for Language Teaching [M]. NewHaven: Yale University Press,2003.
Larsen-Freeman, D. Language Acquisition and Language Use from a Chaos/complexityTheory Perspective [A]. Kramsch, C.(ed.). Language Acquisition and LanguageSocialization [C]. London: Continuum,2002:33-46.
Laufer, B. What Percentage of Text Lexis is Essential for Comprehension [A]? Ch.Lauren&M. Nordman (eds.). Special Language: From Humans Thinking ToThinking Machines [C]. Clevedon: Multilingual Matters,1989:316-323.
Laufer B. Why are Some Words More Difficult Than Others? Some IntralexicalFactors that Affect the Learning of Words [J]. IRAL,1990,28(4):293-307.
Laufer, B. Reading in a Foreign Language: How does L2Lexical Knowledge Interactwith the R General Academic Ability [J]? Journal of Research in Reading,1992(15):95-103.
Laufer, B. The Lexical Plight in Second Language Reading: Words Y Know,Words You Think You Know, and Words Y Guess [A]. J. Coady&T. Huckin(eds.). Second Language Vocabulary Acquisition: A Rationale for Pedagogy [C].New York: Cambridge University Press,1997:20-34.
Laufer, B. Vocabulary Acquisition in a Second Language: Do Learners Really AcquireMost Vocabulary by Reading [J]? Canadian Modern Language Review,2003,59(4):567-567.Hypothe (eds.). Investigations in InstructedSecond Language Acquisition[C]. Mouton de Gruyter,2005:286-303.
Laufer, B.,&Hulstijn, J. H. Incidental Vocabulary Acquisition in a Second Language: theConstruct of Task-induced Involvement [J]. Applied Linguistics,2001,22(1):1-26.
Laufer, B.&Ravenhorst-Kalovski, G. C. Lexical Threshold Revisited: Lexical TextCoverage, Learners Vocabulary Size and Reading Comprehension [J]. Reading in aForeign Language,2010,(22):15-30.
Leech, G. Why Frequency can no Longer be Ignored in ELT [J]? Foreign LanguageTeaching and Research,2011,43(1):3-20.
Lewis, M. The Lexical Approach [M]. Hove: Language Teaching Publications,1993.
Lightbown, P.1980. The Acquisition and Use of Questions b [A].S. Felix (ed.) Language Development: Trends and Issues [C]. Tubingen: Gunter Narr,1980:93-107.
Little, D. Learning as Dialogue: The Dependence of Learner Autonomy on TeacherAutonomy [J]. System,1995.23,(2):175-181.
Long, M. H. The Role of the Linguistic Enviroment in Second Language Acquisition[A]. M. H. Long. Input, Interaction and Second Language Acquistiotn [D].Unpublished PhD Thesis. University of California at Los Angeles,1980.
Long, M. H. The Role of the Linguistic Environment in Second Language Acquisition[A].W. Ritchie&T. Bhatia (eds). Handbook of Second Language Acquisition [C].San Diego: Academic Press,1996:413-468.
Long, M. H. Second Language Needs Analysis [M]. Cambridge: Cambridge UniversityPress,2005.
Macaro, E. Learning Stragtegies in Foreign and Second Language Classrooms [M].London: Continuum,2001.
Manzo, A. Teaching Children to be Literate: A Reflective Approach [M]. Fort Worth, TX:Harcourt Brace College Publishers,1995.
McGrath, Ian. Teacher Autonomy [A]. B. Sinclair, I. McGrath&T. Lamb (eds.). LearnerAutonomy, Teacher Autonomy: Future Directions [C]. Harlow, England: Longman,2000:99-109.
McEnery, T.&Wilson, A. Corpus Linguistics [M]. Edinburgh: Edinburgh UniversityPress,1996.
Meara, P. Vocabulary Acquisition: A Neglected Aspect of Language Learning [J].Language Teaching and Linguistics: Abstracts,1980,15(4):221-246.
Meara, P. The Dimensions of Lexical Competence [A]. G. Brown, K. Malmkjaer&J.Williams (eds.). Performance&Competence in Second Language Acquisition [C].Cambridge: Cambridge University Press,1996:35-53.
Meara, P. The Rediscovery of Vocabulary [J]. Second Language Research,2002,18(2):393-407.
Meyer, C. English Corpus Linguistics: An introduction [M].Cambridge and New York:Cambridge University Press,2002.
Miller, L. Learner Autonomy: Autonomy in the Classroom [M]. Dublin: Authentik,2006.
Min H T EFL Vocabulary Acquisition and Retention Reading Plus VocabularyEnhancement Activities and Narrow Reading [J] Language Learning,2008,58(1)73-115
Ming-Tzu, K.W.,&Nation, P. Homography in the Academic Word List [J]. AppliedLinguistics,2004,25(3),291-314.
Munby, J. Communicative Syllabus Design [M]. Cambridge: Cambridge University Press,1978.
Nagy, E., Herman, A.,&Anderson, C. Learning Words from Context [J]. ReadingResearch Quarterly,1985,20(2):233253.
Nation, P. Improving Speaking Fluency [J]. System,1989,17(3):377-384.
Nation, P. Teaching and Learning Vocabulary [M]. New York: Newbury House,1990.
Nation, P. Learning Vocabulary in another Language [M]. Cambridge: CambridgeUniversity Press,2001.
Nation, P. How Large a Vocabulary is Needed for Reading and Listening [J]. CanadianModern Language Review,2006,63(1):59-82.
Nation, P. Teaching Vocabulary: Strategies and Techniques [M]. Boston: Heinle CengageLearning,2008.
Nation, P. Teaching Language in Use: Vocabulary [A]. M. Eisenmann&T. Summer (eds.)Basic Issues in EFL Teaching and Learning [C]. Heidelberg: University WinterVerlag,2012:103-116.
Nation, P.,&Beglar, D. A Vocabulary Size Test [J]. The Language Teacher,2007,31(7):9-13.
Nation, P.&Wang, K. Graded Readers and Vocabulary [J]. Reading in a ForeignLanguage,1999,12(2):355-380.
Newell, A.,&Rosenbloom, P. S. Mechanisms of Skill Acquisition and the Law ofPractice [A]. J. R. Anderson (eds.). Cognitive Skills and Their Acquisition [C].Hillsdale, NJ: Erlbaum,1981:1-55.
Nunam, D. Practical English Language Teaching [M]. New York: The McGraw-HillCompanies, Inc,2003.Training for an Oral Approach in LanguageTeaching [J]. The Modern Language Journal,1960,44(2:2):1-42.From Corpus to Class-room: Language Useand Language Teaching [M]. Cambridge: Cambridge University Press,2007.
Oxford, R. Language Learning Strategies: What Every Teacher Should Know [M].Boston: Heinle&Heinle,1990.The Calla Handbook: Implementing the Cognitive AcademicLangauge Learning Approach [M]. White Plains, New York:1Addison WesleyLongman,1994.
Paribakht, T. S.,&Wesche, M. Vocabulary Enhancement Activities and Reading forMeaning in Second Language Vocabulary Acquisition [A]. J. Coady&T. Huckin(eds.). Second Language Vocabulary Acquisition: A Rational for Pedagogy [C].UK: Cambridge University Press,1996:174-200.
Perin, D. Repetition and the Informational Writing of Developmental Students [J].Journal of Developmental Education,2002,26(1):2-8.
Richards, J. C. Language Curriculum development [J]. RELC Journal,1984,15(1),1-29.
Richards, J. C., Platt, J.&Platt, H. Longman Dictionary of Language Teaching andApplied Linguistics [M]. Beijing: Foreign Language Teaching and Research Press,2000.
Richards, J. C. The Role of Vocabulary Teaching [J]. TESOL Quarterly,1976,10(1),77-89.
Rott, S. The Efect of Exposure Frequency on Intermediate Language L IncidentalVocabulary Acquisition and Retention through Reading [J]. SSLA,1999(21):589-619.
Rott, S. The Effect of Frequency of Input-enhancements on Word Learning and TextComprehension [J]. Language Learning,2007,57(2):165-199.
Rundell, M. The World on the Street [J]. English Today,1995,11(3),29-25.
Santos, M. Three Studies on the Academic Knowledge of U. S. Language-minorityCommunity College Students [D]. Unpublished doctoral dissertation, Cambridge,MA: Harvard Graduate School of Education,2003.
Saragi, T., Nation, P.,&Meister, G. F. Vocabulary learning and reading [J]. System,1978,6(2):72-78.
Schmidt, R. The Role of Consciousness in Second Language Learning [J]. AppliedLinguistics,1990,(11):129-158.
Schmidt, R. Psychological Mechanisms Underlying Second Language Fluency [J].Studies in Second Language Acquisition,1992,(14):357-385.
Schmidt, R. Consciousness and Foreign Language Learning: A tutorial on the Role ofAttention and Awareness[J]. R. Schmidt (ed.). Attention and awareness in foreignlanguage teaching and learning [C] I,1995:1-63.
Schmidt, R. Attention [A] P Robinson (ed) Cognition and Second Language Instruction[C] Cambridge: Cambridge University Press,2001:3-32.
Schmitt, N. Vocabulary Learning Strategies [A]. N. Schmitt&M. McCarthy (eds).Vocabulary Description, Acquisition and Pedagogy [C]. Cambridge, UK:Cambridge University Press,1997:199-227.
Schmitt, N. Current Trends in Vocabulary Learning and Teaching [A]. Cummins, J. andDavison, C.(eds.). The International Handbook of English Language Teaching [C].Vol.2. New York: Springer,2007:743-759.
Schmitt, N.&Schmitt, D. A Reassessment of Frequency and Vocabulary Size in L2Vocabulary Teaching [J]. Language Teaching,2012,(45):1-20.
Schmitt, N., Schmitt, D.,&Clapham, C. Developing and Exploring the Behaviour ofTwo New Versions of the Vocabualy Levels Test [J]. Language Testing,2001,18(1):55-88.
Schonell, F. J., Meddleton I. G.,&Shaw B. A. A Study of the Oral Vocabulary of Adults[M]. Brisbane: University of Queensland Press,1956.
Sinclair, J. McH. Corpus, Concordance, Collocation [M]. Oxford: Oxford UniversityPress,1991.
Sinclair B., McGrath I.,&Lamb T. Learner Autonomy, Teacher Autonomy: FutureDirections [M]. London: Longman,2000.
Sokmen, A. J. Current Trends in Teaching Second Language Vocabulary [A]. N. Schmitt&M. McCarthy (eds.). Vocabulary: Description, Acquisition and Pedagogy [C].Shanghai: Shanghai Foreign Language and Education Press,2002:237-257.
Stahl, S. A.,&Shiel, T. R. Teaching Meaning Vocabulary: Productive Approaches forPoor Readers [J]. Reading and Writing Quarterly: Overcoming Learning Difficulties,1999,(8):223241.
Strevens, P. New Orientations in the Tteaching of English [M]. Oxford: OxfordUniversity Press,1977.
Swain, M. Communicative Competence: Some Roles of Comprehensible Input andComprehensible Output in its Development [A]. Gass, S. and Madden, C.(eds.).Input in Second Language Acquisition [C]. New York: Newbury House,1985:235-256.TheCanadian Modern Language Review,1993,(50):158-164.
Swain, M. Three Functions of Output in Second Language Learning [A]. Cook, G.&Seidelhofer, B.(eds.). Principle and Practice in Applied Linguistics: Studies inHonor of H.G. Widdowson [C]. Oxford: Oxford University Press,1995:125-144.
Swain, M. The Output Hypothesis and beyond: Mediating Acquisition throughCollaborative Dialogue [A]. JP Lantolf (ed.). Sociocultural Theory and SecondLanguage Learning [C]. Oxford: Oxford University Press,2000:97-114.
Swain, M. Verbal Protocols [C]. Paper presented at the joint ILTA/AAAL panel onDrawing the Line: The generalizability and limitations of research in appliedlinguistics. Salt Lake City, April,2002.
Swain, M. The Output Hypothesis: Theory and Research [A]. E. Hinkel (ed.). Handbookon Research in Second Language Teaching and Learning [C]. Mahwah, NJ:Lawrence Erlbaum Associates,2005:471-83.
Tarone, E. Frequency Effects, Noticing, and Creativity [J]. Studies in Second LanguageAcquisition,2002(24):287-296.
Thorndike, E. L. The Nature, Purposes, and General Methods of Measurement ofEducational Products [A]. S. A. Courtis (eds.). The Measurement of EducationalProducts (17th) Yearbook of the National Society for the Study of Education, Pt.2[C]. Bloomington, IL: Public School,1918:1624.
Thorndike, E. L.,&Lorge, I. The T Wordbook of30,000Words [M]. New York:,1944.
Tickoo, M. L. In Search of Appropriateness in EF(S)L Teaching Materials [J]. RELCJournal,1988,19(2):39-50.
VanPatten, B. Input Processing and Grammar Instruction in Second LanguageAcquisition [M]. Norwood, NJ: Ablex1996.
VanPatten, B. Processing Instruction: Theory, Research, and Commentary [M]. Mahwah,New Jersey: Lawrence Erlbaum2004.
Verhallen, M.,&Schoonen, R. Lexical Knowledge in L1and L2of Third and FifthGraders [J]. Applied Linguistics,1998,19(4):452-470.
Wallace, M. J. Teaching Vocabulary [M]. London: Heinemann Educational Books,1982.
Wallace, M. J. Training Foreign Language Teachers: A Reflective Approach [M].Cambridge, England: Cambridge University Press,1991.
Waring, R. The Inescapable Case for Extensive Reading.[A] A. Cirocki (eds.). ExtensiveReading in English Language Teaching [C]. Munich, Germany: Lincom,2009:93-111.
Waring, R.&Nation, I. Second Language Reading and Incidental Vocabulary Learning[J]. Angles on the English-Speaking World,2004(4):11-23.
Webb, S.&Nation, P. Evaluating the Vocabulary Load of Written Text [J]. TESOLANZJournal,2008,(16):1-10.
Webb, S.&Rodgers, H. The Lexical Coverage of Movies [J]. Applied Linguistics,2009,30(3):407-427.
Wenden, A. Learner Development in Language Learning [J]. Applied Linguistics,2002,23(1):32-55.
Wesche, M.,&Paribakht, T. Assessing Vocabulary Knowledge: Depth vs. Breadth [J].Canadian Modern Language Review,1996,53(1):13-40.
West M. A General Service List of English Words [M] London: Longman,1953.
West, M. Learning to Read a Foreign Language and Other Essays on Language-teaching[M]. London, Longmans, Green,1955.
White, T. G., Sowell, J.,&Yanagihara, A. Teaching Elementary Students to UseWord-part Clues [J]. The Reading Teacher,1989(42):302-309.
Wilkins, D. A. Linguistics and Language Teaching [M]. London: Edward Arnold,1972.
Yule, U. The Statistical Study of Literary Vocabulary [M]. Cambridge: CambridgeUniverstiy Press,1944.
Zeeland, H. V.,&Schmitt, N. Lexical Coverage in L1and L2Listening Comprehension:The Same or Different from Reading Comprehension [J]? Applied Linguistics,2012:1-24.
Zipf, G. K. The Psycho-biology of Language:An Introduction to Dynamic Philology [M]. Boston:Houghton Mifflin Co,1935.
白丽芳.英语元语言词汇初步研究[M].北京：对外经济贸易大学出版社,2011.
贝晓越.写作任务的练习效应和教师反馈对不同外语水平学生写作质量和流利度的影响[J].现代外语,2009,(4)：390-398.
蔡基刚.大学英语教学：回顾、反思和研究[M].上海：复旦大学出版社,2006.
蔡基刚.我国大学英语消亡的理据与趋势分析[J].外语研究,2012,(3)：46-52.
陈冰冰.国外需求分析研究述评[J].外语教学与研究,2009,41(2)：125-130.
陈冰冰.大学英语需求分析模型的理论构建[J].外语学刊,2010,(2)：120-123.
陈国华.关于我国英语教育现状和政策的分析和建议[J].中国外语,2008,(2)：4-6.
陈桦、孙欣平.输入、输出频次对英语韵律特征习得的作用[J].外语研究,2010,(4)：1-8.
陈建生.英语词汇教学“石化”消解研究[D].西南大学博士论文,2009.
陈琳、王蔷、程晓堂.普通高中英语课程标准(试验)解读[M].江苏：江苏教育出版社,2004.
陈明瑶.语料库与词汇学研究[J].宁波大学学报(人文科学版),2000,(1)：39-42.
陈士法.词汇选择标准浅析[J].国外外语教学,1999,(2)：13-14.
陈潇潇.大学英语教材课文词汇分布特征实证研究《新视野》与Brown语料库的对比分析[J].外语电化教学,2011,(3)：9-14.
程晓堂.英语教材分析与设计[M].北京：外语教学与研究出版社,2002.
大学英语教学大纲(修订本)[Z].上海、北京：上海外语教育出版社、高等教育出版社,1999.
戴劲.输入方式、输入次数与语篇理解[J].外语教学与研究,2007,(4)：285-293.
戴炜栋.构建具有中国特色的英语教学“一条龙”体系[J].外语教学与研究,2001,(5)：322-327.
董燕萍.交际教学中词汇的直接学习与间接学习[J].外语教学与研究,2001,(3)：186-192.
冯启忠.论大学英语教学的症结与改革策略[J].外语教学,2000,(3)：55-60.
冯志伟.《十三经字频研究》序言[A].海柳文.《十三经字频研究》[M].北京：高等教育出版社,2011.
盖淑华.英语专业学生词汇附带习得实证研究[J].外语教学与研究,2003,(4)：282-286.
桂诗春.中国学生英语词汇量调查[A].中国公共外语教学研究会编.公共外语教学研究文集[M].上海：上海外语教育出版社,1983：212-224.
桂诗春.新编心理语言学[M].上海：上海外语教育出版社,2000.
桂诗春.我国外语教学的新思考[J].外国语,2004,(4)：2-9.
桂诗春.外语教学的认知基础[J].外语教学与研究,2005,(4)：243-249.
桂诗春.英语词汇学习面面观[J].外语界,2006,(1)：57-65.
桂诗春.语料库语言学的发展前景与资源共享[J].现代外语,2010,(4)：419-420.
桂诗春.应用语言学家的责任和良心[J].外国语,2011,(1)：68-69.
桂诗春、宁春岩.语言学方法论[M].北京：外语教学与研究出版社,1997.
龚兵.阅读附带词汇习得中的频率效应[J].解放军外国语学院学报,2009,(4)：61-66.
管春林.试论需求分析在经贸英语专业课程设置中的意义和方法[J].外语与外语教学,2005,(3)：37-40.
何安平.语料库语言学与英语教学[M].北京：外语教学与研究出版社,2004.
何安平.语料库的“教学加工”发展综述[J].中国外语,2010,(4)：47-52,108.
何华清、陈文存.大学生英语高频词汇水平实证研究[J].西北师范大学学报,2008,(2)：47-51.
胡春洞.英语教学法[M].北京：高等教育出版社,1990.
胡壮麟.谈中国外语教育30年[J].天津外国语大学学报,2011,(4)：3-9.
黄燕.检验“投入量假设”的实证研究阅读任务对中国学生词汇记忆的影响[J].现代外语,2004,(4)：386-394.
黄建滨.关于《大学英语教学大纲(修订本)》词汇表的说明[J].外语界,1999,(4)：26-31.
黄建滨.大学英语课程教学要求词表修订探讨[J].外语界,2004,(1)：2-9.
黄源深.大学英语阅读课应该抓什么[J].外语界,2011,(2)：7-11.
江新.词的复现率和字的复现率对非汉字圈学生双字词学习的影响[J].世界汉语教学,2005,(4)：31-38.
李瑞芳、张英、程慕胜.清华大学非英语专业学生课外阅读情况调查研究[J].外语界,2004,(2)：35-41.
李小华、王立非.第二语言习得的构式语法视角：构式理论与启示[J].外语学刊,2010,(2)：107-111.
李荫华.李荫华教授访谈录[J].基础外语教学研究,2007,(5)：2-6.
梁茂成.语料库应用教程[M].北京：外语教学与研究出版社2010.
刘润清.漫长的学习道路[J].外国语,2003,(4)：7-13.
陆谷孙.大学英语教材国际研讨会致词.2005年9月16日.
罗卫华、邓耀臣.基于BNC语料库的英语篇际词汇重复模式研究[J].外语教学与研究,2009,(3)：224-229.
马广惠.大学非英语专业新生英语入学水平测试与分析[J].南京师范大学学报(社会科学版).2006,(1)：82-88.
马文惠、文秋芳.大学生英语写作能力的影响因素研究[J].外语教学与研究,1999,(4)：34-39.
邵华.普通高师院校学生大学英语四级阶段词汇水平实证研究[J].外语教学与研究,2002,(6)：421-425.
束定芳.外语教学改革：问题与对策[M].上海：上海外语教育出版社,2004.
束定芳.外语课堂教学新模式刍议[J].外语界,2006,(4)：21-28.
束定芳、庄智象.现代外语教学—理论、实践与方法[M].上海：上海外语教育出版社,2008.
苏远连.论听力学习策略的可教性—一项基于中国外语初学者的实验研究[J].现代外语,2003,(1)：49-58.
王初明、牛瑞英、郑小湘.以写促学——一项英语写作教学改革的试验[J].外语教学与研究,2000,(3)：207-212.
王凌、何宁.非英语专业学生英语课外阅读情况调查与研究[J].外语界,2001,(4)：11-18.
王宗炎.英汉应用语言学词典[M].湖南：湖南教育出版社,1988.
汪庆华.关于我国大学生英语词汇量的初步探讨[J].外语界,1998,(2)：23-27.
魏梅、王立非.任务类型与频次因素对大学生英语惯用短语学习的影响对投入量假设的再考察[J].现代外语,2011,(4)：372-380.
文秋芳.频率作用与二语习得[J].外语教学与研究,2003,(2)：2-9.
文秋芳.英语学习成功之路[M].上海：上海外语教育出版社,2003.
文秋芳.输出驱动假设与英语专业技能课程改革[J].外语界,2008,(2)：151-154.
文秋芳.二语习得重点问题研究[M].北京：外语教学与研究出版社,2010.
吴建设、郎建国、党群.词汇附带习得与“投入量假设”[J].外语教学与研究,2007,(5)：360-366.
吴谨.中国非英语专业研究生词汇量不同词频等级分布状况研究[J].华南师范大学学报,2008,(2)：122-160.
吴霞、王蔷.非英语专业本科学生词汇学习策略[J].外语教学与研究,1998,(1)：53-57.
谢谜.频率作用对英语语音纠错的影响关于纠正[v]/[w]不分的一项微变化研究[J].外语研究,2009,(1)：65-71.
严凯、高玉辉.英语学习者语言能力与阅读材料适合性探究[J].外语界,2012,(6)：47-57.
严明.商务英语料库开发与应用研究[M].北京：中国商务出版社,2011.
杨惠中.语料库语言学导论[M].上海：上海外语教育出版社,2002.
杨惠中.提倡有效教学—从“外教社杯”全国大学英语教学大赛谈起[J].外语界,2011,(2)：14-18.
杨连瑞、张德禄、范琳等.二语习得研究与中国外语教学[M].上海：上海外语教育出版社,2007.
余卫华.需求分析在外语教学中的作用[J].外语与外语教学,2002,(8)：20-23.
张萍.硕士研究生基础英语和专业英语词汇学习策略研究[J].外语教学与研究,2001,(6)：442-449
张书琦.阅读测试在CET、mTOEFL和IELTS中的对比研究[D].东南大学,2006.
张尧学.关于大学英语四、六级考试改革的总体思路[J].外语界,2008,(5)：2-4.
张正东.英语外语教学的回归[J].基础教育外语教学研究,2007,(5)：17-22.
赵庆红、徐锦芬.新世纪我国大学英语教学改革实证研究状况及发展趋势分析[J].外语界,2011,(1)：30-37.
钟志贤.大学教学模式革新：教学设计视域[M].北京：教育科学出版社,2008.
周爱洁.论4／3／2活动对提高英语口语流利性和准确性的影响[J].外语教学,2002,(5)：78-83.
周大军.大学英语学4级阶段词汇量状况调查[J].外语与外语教学,1999,(12)：34-36.
周丹丹.练习次数对故事复述的影响[J].解放军外国语学院学报,2004,(5)：41-45.
周丹丹.国外练习频次研究综述[J].解放军外国语学院院报,2006a,(2)：54-58.
周丹丹.输入与输出的频率效应研究[J].现代外语,2006b,(2)：154-163.
周丹丹.频次作用对二语写作的影响[J].外语与外语教学,2011,(1)：36-39.
周骞.基于语料库的当代大学英语教材词汇研究[D].上海师范大学博士学位论文.2012.
周榕、吕丽珊.输入增显与任务投入量对英语词汇搭配习得影响的实证研究[J].现代外语,2010,(1)：81-88.
周卫京.语言输入模式对口语产出的影响[J].解放军外国语学院学报,2005,(6),57-62.
Anderson, J. R. Learning and Memeory: An Integrated Approach (2nd ed.)[M]. NewYork: John Wiley,2000.
Beglar, D. A Rasch Based Validation of the Vocabulary Size Test [J]. Language Testing,2010,27(1):101-118.
Bowen, D., Madsen, H.,&Hilferty, A. TESOL Techniques and Procedures [M].Rowley, MA: Newbury House Publishers,1985.
Bybee, J. Usage-based Grammar and Second Language Acquisition [A]. P. Robinson&N.Ellis (Eds). Handbook of Cognitive Linguistics and Second Language Acquisition[C]. New York and London: Routledge,2008:216-236.
Bygate, M. Effects of Task Repetition Appraising the Developing Language of Learners[A] J Willis&D Willis (eds.). Challenge and Change in Language Teaching[z] Oxford Heinemann,1996:134-146
Bygate, M. Effects of Task Repetition on the Structure and Control of Oral Language[A] M Bygate P Skehan&M Swain (eds.). Researching Pedagogical TasksSecond Language Learning, Teaching and Testing [C] Harlow, England Longman,2001:23-48.
Carter, R.,&McCarthy, M. Vocabulary and Language Teaching [M]. London Longman,1988.
Carver R Percentage of Unknown Vocabulary Words in Text as a Function of theRelative Difficulty of the Text: Implications for Instruction [J]. Journal of ReadingBehavior199426(4):413-437
Cho, K. S.&Krashen, S. Acquisition of Vocabulary from the Sweet Valley Kids Series[J]. Journal of Reading,1994,(37):662-667.
Chomsky, N. Current Issues in Linguistic Theory [M]. The Hague Mouton,1964.
Coady, J. L2Vocabulary Acquisition through Extensive Reading [A]. Coady, J.&Huckin,T.(eds.). Second Language Vocabulary Acquisition [C]. New York: CambridgeUniversity Press,1997:225-237.
Coady, J.(2001). L2vocabulary acquisition through extensive reading. In J. Coady&T.Huck (eds.), Second Language Vocabulary Acquisition. Shanghai: Shanghai ForeignEducation Press.
Cobb, T. Computing the Vocabulary Demands of L2Reading [J]. Language Learning&Technology,2007,11(3),38-63.
Cohen, A. D. Strategies in Learning and Using a Second Language [M]. London:Longman,1998.
Coxhead, A. A New Academic Word List [J]. TESOL Quarterly,2000:34(2),213-238.
Crookes, G. Second Language Speech Production Research: A MethodologicallyOriented Review [J]. Studies in Second language Acquisition,1991,(13):113-132.
Dale, E. Vocabulary Measurement: Techniques and Major Findings [J]. ElementaryEnglish,1965(42):895-901.
DeKeyser, R. Automaticity and Automatization [A]. P. Robinson (ed.). Cognition andSecond Language Instruction [C]. New York: Cambridge University Press,2001:125-151.
Dudley-Evans, T.,&St John, M. Developments in ESP: A Multi-disciplinary Approach[M]. Cambridge: Cambridge University Press,1998.
Ebbinghaus, H. Memory: A Contribution to Experimental Psychology [M]. NewYork: Dover,1885/1962.
Ellis, R.,&Shinatani, N. Exploring Language Pedagogy through Second LanguageAcquisition Research [M]. New York: Routledge,2013.
Ellis, N. Frequency Effects in Language Processing: A Review with Implications forTheories of Implicit and Explicit Language Acquisition [J]. Studies in SecondLanguage Acquisition,2002,24(2):143-188.
Ellis, N. Optimizing the Input: Frequency in Usage-based and Form-focussed Learning[A]. M. H. Long&C. Doughty (eds.). Handbook of Language Teaching [C]. Oxford:Blackwell,2009:139-158.
Ellis, N.,&Schmidt, R. Rules or Associations in the Acquisition of Morphology? TheFrequency by Regularity Interaction in Human and PDP Learning of Morphosynta[J]. Language and Cognitive Processes,1998,(13):307-336.
Ellis, R. Second Language Acquisition [M] New York: Oxford University Press,1997.
Ellis, R.&Shintani, N. Exploring Language Pedagogy through Second LanguageAcquisition Research [M] London: Routledge,2013.
Elley, W. B. Acquiring Literacy in a Second Language: The Effect of Book-basedPrograms [A]. Language Learning,1991,41(3):375-411.
Fields, R. D. Making Memories Stick [J]. Scientific American,2005,2(292):5863.
Francis W. N.,&Kucera, H.. Frequency Analysis of English Usage [M] Boston:Houghton Mifflin Company,1982.
Fox, L. On Acquiring an Adequate Second Language Vocabulary [A]. M.N. Long&J.C.Richards (eds.). Methodology in TESOL: A Book of Readings [C]. New York:Newbury House Publishers,1987:307-311.
Gairns, R.&Redman, S. Working with Words: A Guide to Teaching and LearningVocabulary [M]. Cambridge: Cambridge University Press,1986.
Gass, S. Integrating Research Areas: A Framework for Second Language Studies [J].Applied Linguistics,1988(9):198-217.
Gass, S. M.,&Mackey, A. Frequency Effects and Second Language Acquisition [J].Studies in Second Language Acquisition,2002,(24):249-260.
Gass, S.,&Mackey, A. Data Elicitation for Second and Foreign Language Research [M].Mahwah, NJ: Lawrence Erlbaum Associates,2007.
Gass, S.,&Selinker, L. Second Language Acquisition: An Introductory Course (3rd ed.)[M]. London: Routledge,2008.
Grenfell, M.,&Harris, V. Modern Languages and Learning Strategies: In Theory andPractice [M]. London: Routledge,1999.
Gu, Y.,&Johnson, R. K. Vocabulary Learning Strategies and Language LearningOutcomes [J]. Language Learning,1996,(46):643-679.
Halliday, M. A. K. Computational and Quantitative Studies: Collected Works of M. A. K.Halliday (Volume6)[M]. London and New York: Continuum,2005.
Hanks, P. Lexicology: Critical concepts in linguistics. London and New York: Routledge,2008.
Harmer, J. The Practice of English Language Teaching [M]. London: Longman,1988.
Harrington, M.,&Dennis, S. Input-driven Language Learning [J]. Studies in SecondLanguage Acquisition,2002,24(2):261-268.
Hatch, E.,&Wagner-Gough, J. Explaining Sequence and Variation in Second LanguageAcquisition [J]. Language Learning,1976,(4):39-47.
Haynes M.,&Baker, I. American and Chinese Readers Learning from LexicalFamiliarization in English Texts [A]. T. Huckin M. Haynes&J. Coady (eds).Second Language Reading and Vocabulary Acquisition [C]. Norwood, NJ: Ablex,1993:130-152.
Hedge, T. Teaching and Learning in the Language Classroom [M]. Shanghai: ShanghaiForeign Language Education Press,2002.
Herman, P., Anderson, R., Pearson, P.,&Nagy, W. Incidental Acquisition of WordMeaning from Expositions with Varied Text Features [J]. Reading ResearchQuarterly,1987(22):263-284.
Holec, H. Autonomy in Foreign Language Learning [M]. Oxford: Pergamon,1981.
Horst, M. How Well does Teacher Talk Support Incidental Vocabulary Acquisition [J]?Reading in a Foreign Language,2010,22(1):161-180.
Horst, M., Cobb, T.,&Meara, P. Beyond a Clock-word Orange: Acquiring SecondLanguage Vocabulary through Reading [J]. Reading in a Foreign Language,1998,(11):207-223.
Howatt, A. P. R. A History of English Language Teaching [M]. Oxford: OxfordUniversity Press,1984.
Hsueh-chao, H.&Nation, P. Unknown Vocabulary Density and Reading Comprehension[J]. Reading in a Foreign Language,2000,13(1):403-430.
Hu, M.,&Nation, P. Vocabulary Density and Reading Comprehension [J]. Reading in aForeign Language,2000,13(1):403-430.
Hudson, R. Word Grammar, Cognitive Linguistics, and Second Language Learning andTeaching [A]. P. Robinson&N. Ellis (eds.). Handbook of Cognitive Linguistics andSecond Language Aacquisition [C]. New York and London: Routledge,2008:89-113.
Hulstijn, J. H. What Does the Impact of Frequency Tell Us About the LanguageAcquisition Device?[J]. Studies in Second Language Acquisition,2002,(24):269-273.
Hulstijn, J. H.&Laufer, B. Some Empirical Evidence for the Involvement LoadHypothesis in Vocabulary Acquisition [J]. Language Learning,2001,51(3):539-558.
Hutchinson, T.,&Waters, A. English for Specific Purposes: A Learning-centeredApproach [M]. Cambridge: Cambridge University Press,1987.
Jensen, E. D.&Vinther, T. Exact Repetition as Input Enhancement in Second LanguageAcquisition [J]. Language Learning,2003,(53):373-428.
Jiang, Nan. Lexical Representation and Development in a Second Language [J]. AppliedLinguistics2000,(21):47-77.
Joyce, B., Weil, M., Wald, R., Gulion, C., Feller, M.,&Mckibbin, M. Models of Teachingas a Paradigm for Teaching Education [M]. New York: Teachers College, ColumbiaUniversity,1972.
Kachroo, J. Report on an Investigation into the Teaching of Vocabulary in the First Yearof English [J]. Bulletin of the Central Institute of English,1962,(2):67-72.
Kennedy, G. An Introduction to Corpus Linguistics [M]. Beijing: Foreign LanguageTeaching and Research Press,2000.
Kiewra, K. A., Mayer, R. E., Christensen, M., Kim, S-I.,&Risch, N.. Effects ofRepetition on Recall and Note-taking Strategies for Learning from Lectures [J].Journal of Educational Psychology,1991,(83):120-123.
Krashen, S. D. Principles and Practice in Second Language Acquisition [M]. Oxford:Pergamon,1982.
Krashen, S. D. The Input Hypothesis: Issues and Implications [M]. London: Longman,1985.
Krashen, S. D. Second Language Acquisition and Second Language Learning [M].Oxford: Pergamon,1987.
Krashen, S. We Acquire Vocabulary and Spelling by Reading: Additional Evidence forthe Input Hoypothesis [J]. The Modern Language Journal,1989,(73)440-464.
Krashen, S. D. The Comprehension Hypothesis: Recent Evidence [J]. English Teachers'Journal.1997,(51):17-29.
Kumaravadivelu, B. Beyond Methods: Macrostrategies for Language Teaching [M]. NewHaven: Yale University Press,2003.
Larsen-Freeman, D. Language Acquisition and Language Use from a Chaos/complexityTheory Perspective [A]. Kramsch, C.(ed.). Language Acquisition and LanguageSocialization [C]. London: Continuum,2002:33-46.
Laufer, B. What Percentage of Text Lexis is Essential for Comprehension [A]? Ch.Lauren&M. Nordman (eds.). Special Language: From Humans Thinking ToThinking Machines [C]. Clevedon: Multilingual Matters,1989:316-323.
Laufer B. Why are Some Words More Difficult Than Others? Some IntralexicalFactors that Affect the Learning of Words [J]. IRAL,1990,28(4):293-307.
Laufer, B. Reading in a Foreign Language: How does L2Lexical Knowledge Interactwith the R General Academic Ability [J]? Journal of Research in Reading,1992(15):95-103.
Laufer, B. The Lexical Plight in Second Language Reading: Words Y Know,Words You Think You Know, and Words Y Guess [A]. J. Coady&T. Huckin(eds.). Second Language Vocabulary Acquisition: A Rationale for Pedagogy [C].New York: Cambridge University Press,1997:20-34.
Laufer, B. Vocabulary Acquisition in a Second Language: Do Learners Really AcquireMost Vocabulary by Reading [J]? Canadian Modern Language Review,2003,59(4):567-567.Hypothe (eds.). Investigations in InstructedSecond Language Acquisition[C]. Mouton de Gruyter,2005:286-303.
Laufer, B.,&Hulstijn, J. H. Incidental Vocabulary Acquisition in a Second Language: theConstruct of Task-induced Involvement [J]. Applied Linguistics,2001,22(1):1-26.
Laufer, B.&Ravenhorst-Kalovski, G. C. Lexical Threshold Revisited: Lexical TextCoverage, Learners Vocabulary Size and Reading Comprehension [J]. Reading in aForeign Language,2010,(22):15-30.
Leech, G. Why Frequency can no Longer be Ignored in ELT [J]? Foreign LanguageTeaching and Research,2011,43(1):3-20.
Lewis, M. The Lexical Approach [M]. Hove: Language Teaching Publications,1993.
Lightbown, P.1980. The Acquisition and Use of Questions b [A].S. Felix (ed.) Language Development: Trends and Issues [C]. Tubingen: Gunter Narr,1980:93-107.
Little, D. Learning as Dialogue: The Dependence of Learner Autonomy on TeacherAutonomy [J]. System,1995.23,(2):175-181.
Long, M. H. The Role of the Linguistic Enviroment in Second Language Acquisition[A]. M. H. Long. Input, Interaction and Second Language Acquistiotn [D].Unpublished PhD Thesis. University of California at Los Angeles,1980.
Long, M. H. The Role of the Linguistic Environment in Second Language Acquisition[A].W. Ritchie&T. Bhatia (eds). Handbook of Second Language Acquisition [C].San Diego: Academic Press,1996:413-468.
Long, M. H. Second Language Needs Analysis [M]. Cambridge: Cambridge UniversityPress,2005.
Macaro, E. Learning Stragtegies in Foreign and Second Language Classrooms [M].London: Continuum,2001.
Manzo, A. Teaching Children to be Literate: A Reflective Approach [M]. Fort Worth, TX:Harcourt Brace College Publishers,1995.
McGrath, Ian. Teacher Autonomy [A]. B. Sinclair, I. McGrath&T. Lamb (eds.). LearnerAutonomy, Teacher Autonomy: Future Directions [C]. Harlow, England: Longman,2000:99-109.
McEnery, T.&Wilson, A. Corpus Linguistics [M]. Edinburgh: Edinburgh UniversityPress,1996.
Meara, P. Vocabulary Acquisition: A Neglected Aspect of Language Learning [J].Language Teaching and Linguistics: Abstracts,1980,15(4):221-246.
Meara, P. The Dimensions of Lexical Competence [A]. G. Brown, K. Malmkjaer&J.Williams (eds.). Performance&Competence in Second Language Acquisition [C].Cambridge: Cambridge University Press,1996:35-53.
Meara, P. The Rediscovery of Vocabulary [J]. Second Language Research,2002,18(2):393-407.
Meyer, C. English Corpus Linguistics: An introduction [M].Cambridge and New York:Cambridge University Press,2002.
Miller, L. Learner Autonomy: Autonomy in the Classroom [M]. Dublin: Authentik,2006.
Min H T EFL Vocabulary Acquisition and Retention Reading Plus VocabularyEnhancement Activities and Narrow Reading [J] Language Learning,2008,58(1)73-115
Ming-Tzu, K.W.,&Nation, P. Homography in the Academic Word List [J]. AppliedLinguistics,2004,25(3),291-314.
Munby, J. Communicative Syllabus Design [M]. Cambridge: Cambridge University Press,1978.
Nagy, E., Herman, A.,&Anderson, C. Learning Words from Context [J]. ReadingResearch Quarterly,1985,20(2):233253.
Nation, P. Improving Speaking Fluency [J]. System,1989,17(3):377-384.
Nation, P. Teaching and Learning Vocabulary [M]. New York: Newbury House,1990.
Nation, P. Learning Vocabulary in another Language [M]. Cambridge: CambridgeUniversity Press,2001.
Nation, P. How Large a Vocabulary is Needed for Reading and Listening [J]. CanadianModern Language Review,2006,63(1):59-82.
Nation, P. Teaching Vocabulary: Strategies and Techniques [M]. Boston: Heinle CengageLearning,2008.
Nation, P. Teaching Language in Use: Vocabulary [A]. M. Eisenmann&T. Summer (eds.)Basic Issues in EFL Teaching and Learning [C]. Heidelberg: University WinterVerlag,2012:103-116.
Nation, P.,&Beglar, D. A Vocabulary Size Test [J]. The Language Teacher,2007,31(7):9-13.
Nation, P.&Wang, K. Graded Readers and Vocabulary [J]. Reading in a ForeignLanguage,1999,12(2):355-380.
Newell, A.,&Rosenbloom, P. S. Mechanisms of Skill Acquisition and the Law ofPractice [A]. J. R. Anderson (eds.). Cognitive Skills and Their Acquisition [C].Hillsdale, NJ: Erlbaum,1981:1-55.
Nunam, D. Practical English Language Teaching [M]. New York: The McGraw-HillCompanies, Inc,2003.Training for an Oral Approach in LanguageTeaching [J]. The Modern Language Journal,1960,44(2:2):1-42.From Corpus to Class-room: Language Useand Language Teaching [M]. Cambridge: Cambridge University Press,2007.
Oxford, R. Language Learning Strategies: What Every Teacher Should Know [M].Boston: Heinle&Heinle,1990.The Calla Handbook: Implementing the Cognitive AcademicLangauge Learning Approach [M]. White Plains, New York:1Addison WesleyLongman,1994.
Paribakht, T. S.,&Wesche, M. Vocabulary Enhancement Activities and Reading forMeaning in Second Language Vocabulary Acquisition [A]. J. Coady&T. Huckin(eds.). Second Language Vocabulary Acquisition: A Rational for Pedagogy [C].UK: Cambridge University Press,1996:174-200.
Perin, D. Repetition and the Informational Writing of Developmental Students [J].Journal of Developmental Education,2002,26(1):2-8.
Richards, J. C. Language Curriculum development [J]. RELC Journal,1984,15(1),1-29.
Richards, J. C., Platt, J.&Platt, H. Longman Dictionary of Language Teaching andApplied Linguistics [M]. Beijing: Foreign Language Teaching and Research Press,2000.
Richards, J. C. The Role of Vocabulary Teaching [J]. TESOL Quarterly,1976,10(1),77-89.
Rott, S. The Efect of Exposure Frequency on Intermediate Language L IncidentalVocabulary Acquisition and Retention through Reading [J]. SSLA,1999(21):589-619.
Rott, S. The Effect of Frequency of Input-enhancements on Word Learning and TextComprehension [J]. Language Learning,2007,57(2):165-199.
Rundell, M. The World on the Street [J]. English Today,1995,11(3),29-25.
Santos, M. Three Studies on the Academic Knowledge of U. S. Language-minorityCommunity College Students [D]. Unpublished doctoral dissertation, Cambridge,MA: Harvard Graduate School of Education,2003.
Saragi, T., Nation, P.,&Meister, G. F. Vocabulary learning and reading [J]. System,1978,6(2):72-78.
Schmidt, R. The Role of Consciousness in Second Language Learning [J]. AppliedLinguistics,1990,(11):129-158.
Schmidt, R. Psychological Mechanisms Underlying Second Language Fluency [J].Studies in Second Language Acquisition,1992,(14):357-385.
Schmidt, R. Consciousness and Foreign Language Learning: A tutorial on the Role ofAttention and Awareness[J]. R. Schmidt (ed.). Attention and awareness in foreignlanguage teaching and learning [C] I,1995:1-63.
Schmidt, R. Attention [A] P Robinson (ed) Cognition and Second Language Instruction[C] Cambridge: Cambridge University Press,2001:3-32.
Schmitt, N. Vocabulary Learning Strategies [A]. N. Schmitt&M. McCarthy (eds).Vocabulary Description, Acquisition and Pedagogy [C]. Cambridge, UK:Cambridge University Press,1997:199-227.
Schmitt, N. Current Trends in Vocabulary Learning and Teaching [A]. Cummins, J. andDavison, C.(eds.). The International Handbook of English Language Teaching [C].Vol.2. New York: Springer,2007:743-759.
Schmitt, N.&Schmitt, D. A Reassessment of Frequency and Vocabulary Size in L2Vocabulary Teaching [J]. Language Teaching,2012,(45):1-20.
Schmitt, N., Schmitt, D.,&Clapham, C. Developing and Exploring the Behaviour ofTwo New Versions of the Vocabualy Levels Test [J]. Language Testing,2001,18(1):55-88.
Schonell, F. J., Meddleton I. G.,&Shaw B. A. A Study of the Oral Vocabulary of Adults[M]. Brisbane: University of Queensland Press,1956.
Sinclair, J. McH. Corpus, Concordance, Collocation [M]. Oxford: Oxford UniversityPress,1991.
Sinclair B., McGrath I.,&Lamb T. Learner Autonomy, Teacher Autonomy: FutureDirections [M]. London: Longman,2000.
Sokmen, A. J. Current Trends in Teaching Second Language Vocabulary [A]. N. Schmitt&M. McCarthy (eds.). Vocabulary: Description, Acquisition and Pedagogy [C].Shanghai: Shanghai Foreign Language and Education Press,2002:237-257.
Stahl, S. A.,&Shiel, T. R. Teaching Meaning Vocabulary: Productive Approaches forPoor Readers [J]. Reading and Writing Quarterly: Overcoming Learning Difficulties,1999,(8):223241.
Strevens, P. New Orientations in the Tteaching of English [M]. Oxford: OxfordUniversity Press,1977.
Swain, M. Communicative Competence: Some Roles of Comprehensible Input andComprehensible Output in its Development [A]. Gass, S. and Madden, C.(eds.).Input in Second Language Acquisition [C]. New York: Newbury House,1985:235-256.TheCanadian Modern Language Review,1993,(50):158-164.
Swain, M. Three Functions of Output in Second Language Learning [A]. Cook, G.&Seidelhofer, B.(eds.). Principle and Practice in Applied Linguistics: Studies inHonor of H.G. Widdowson [C]. Oxford: Oxford University Press,1995:125-144.
Swain, M. The Output Hypothesis and beyond: Mediating Acquisition throughCollaborative Dialogue [A]. JP Lantolf (ed.). Sociocultural Theory and SecondLanguage Learning [C]. Oxford: Oxford University Press,2000:97-114.
Swain, M. Verbal Protocols [C]. Paper presented at the joint ILTA/AAAL panel onDrawing the Line: The generalizability and limitations of research in appliedlinguistics. Salt Lake City, April,2002.
Swain, M. The Output Hypothesis: Theory and Research [A]. E. Hinkel (ed.). Handbookon Research in Second Language Teaching and Learning [C]. Mahwah, NJ:Lawrence Erlbaum Associates,2005:471-83.
Tarone, E. Frequency Effects, Noticing, and Creativity [J]. Studies in Second LanguageAcquisition,2002(24):287-296.
Thorndike, E. L. The Nature, Purposes, and General Methods of Measurement ofEducational Products [A]. S. A. Courtis (eds.). The Measurement of EducationalProducts (17th) Yearbook of the National Society for the Study of Education, Pt.2[C]. Bloomington, IL: Public School,1918:1624.
Thorndike, E. L.,&Lorge, I. The T Wordbook of30,000Words [M]. New York:,1944.
Tickoo, M. L. In Search of Appropriateness in EF(S)L Teaching Materials [J]. RELCJournal,1988,19(2):39-50.
VanPatten, B. Input Processing and Grammar Instruction in Second LanguageAcquisition [M]. Norwood, NJ: Ablex1996.
VanPatten, B. Processing Instruction: Theory, Research, and Commentary [M]. Mahwah,New Jersey: Lawrence Erlbaum2004.
Verhallen, M.,&Schoonen, R. Lexical Knowledge in L1and L2of Third and FifthGraders [J]. Applied Linguistics,1998,19(4):452-470.
Wallace, M. J. Teaching Vocabulary [M]. London: Heinemann Educational Books,1982.
Wallace, M. J. Training Foreign Language Teachers: A Reflective Approach [M].Cambridge, England: Cambridge University Press,1991.
Waring, R. The Inescapable Case for Extensive Reading.[A] A. Cirocki (eds.). ExtensiveReading in English Language Teaching [C]. Munich, Germany: Lincom,2009:93-111.
Waring, R.&Nation, I. Second Language Reading and Incidental Vocabulary Learning[J]. Angles on the English-Speaking World,2004(4):11-23.
Webb, S.&Nation, P. Evaluating the Vocabulary Load of Written Text [J]. TESOLANZJournal,2008,(16):1-10.
Webb, S.&Rodgers, H. The Lexical Coverage of Movies [J]. Applied Linguistics,2009,30(3):407-427.
Wenden, A. Learner Development in Language Learning [J]. Applied Linguistics,2002,23(1):32-55.
Wesche, M.,&Paribakht, T. Assessing Vocabulary Knowledge: Depth vs. Breadth [J].Canadian Modern Language Review,1996,53(1):13-40.
West M. A General Service List of English Words [M] London: Longman,1953.
West, M. Learning to Read a Foreign Language and Other Essays on Language-teaching[M]. London, Longmans, Green,1955.
White, T. G., Sowell, J.,&Yanagihara, A. Teaching Elementary Students to UseWord-part Clues [J]. The Reading Teacher,1989(42):302-309.
Wilkins, D. A. Linguistics and Language Teaching [M]. London: Edward Arnold,1972.
Yule, U. The Statistical Study of Literary Vocabulary [M]. Cambridge: CambridgeUniverstiy Press,1944.
Zeeland, H. V.,&Schmitt, N. Lexical Coverage in L1and L2Listening Comprehension:The Same or Different from Reading Comprehension [J]? Applied Linguistics,2012:1-24.
Zipf, G. K. The Psycho-biology of Language:An Introduction to Dynamic Philology [M]. Boston:Houghton Mifflin Co,1935.
白丽芳.英语元语言词汇初步研究[M].北京：对外经济贸易大学出版社,2011.
贝晓越.写作任务的练习效应和教师反馈对不同外语水平学生写作质量和流利度的影响[J].现代外语,2009,(4)：390-398.
蔡基刚.大学英语教学：回顾、反思和研究[M].上海：复旦大学出版社,2006.
蔡基刚.我国大学英语消亡的理据与趋势分析[J].外语研究,2012,(3)：46-52.
陈冰冰.国外需求分析研究述评[J].外语教学与研究,2009,41(2)：125-130.
陈冰冰.大学英语需求分析模型的理论构建[J].外语学刊,2010,(2)：120-123.
陈国华.关于我国英语教育现状和政策的分析和建议[J].中国外语,2008,(2)：4-6.
陈桦、孙欣平.输入、输出频次对英语韵律特征习得的作用[J].外语研究,2010,(4)：1-8.
陈建生.英语词汇教学“石化”消解研究[D].西南大学博士论文,2009.
陈琳、王蔷、程晓堂.普通高中英语课程标准(试验)解读[M].江苏：江苏教育出版社,2004.
陈明瑶.语料库与词汇学研究[J].宁波大学学报(人文科学版),2000,(1)：39-42.
陈士法.词汇选择标准浅析[J].国外外语教学,1999,(2)：13-14.
陈潇潇.大学英语教材课文词汇分布特征实证研究《新视野》与Brown语料库的对比分析[J].外语电化教学,2011,(3)：9-14.
程晓堂.英语教材分析与设计[M].北京：外语教学与研究出版社,2002.
大学英语教学大纲(修订本)[Z].上海、北京：上海外语教育出版社、高等教育出版社,1999.
戴劲.输入方式、输入次数与语篇理解[J].外语教学与研究,2007,(4)：285-293.
戴炜栋.构建具有中国特色的英语教学“一条龙”体系[J].外语教学与研究,2001,(5)：322-327.
董燕萍.交际教学中词汇的直接学习与间接学习[J].外语教学与研究,2001,(3)：186-192.
冯启忠.论大学英语教学的症结与改革策略[J].外语教学,2000,(3)：55-60.
冯志伟.《十三经字频研究》序言[A].海柳文.《十三经字频研究》[M].北京：高等教育出版社,2011.
盖淑华.英语专业学生词汇附带习得实证研究[J].外语教学与研究,2003,(4)：282-286.
桂诗春.中国学生英语词汇量调查[A].中国公共外语教学研究会编.公共外语教学研究文集[M].上海：上海外语教育出版社,1983：212-224.
桂诗春.新编心理语言学[M].上海：上海外语教育出版社,2000.
桂诗春.我国外语教学的新思考[J].外国语,2004,(4)：2-9.
桂诗春.外语教学的认知基础[J].外语教学与研究,2005,(4)：243-249.
桂诗春.英语词汇学习面面观[J].外语界,2006,(1)：57-65.
桂诗春.语料库语言学的发展前景与资源共享[J].现代外语,2010,(4)：419-420.
桂诗春.应用语言学家的责任和良心[J].外国语,2011,(1)：68-69.
桂诗春、宁春岩.语言学方法论[M].北京：外语教学与研究出版社,1997.
龚兵.阅读附带词汇习得中的频率效应[J].解放军外国语学院学报,2009,(4)：61-66.
管春林.试论需求分析在经贸英语专业课程设置中的意义和方法[J].外语与外语教学,2005,(3)：37-40.
何安平.语料库语言学与英语教学[M].北京：外语教学与研究出版社,2004.
何安平.语料库的“教学加工”发展综述[J].中国外语,2010,(4)：47-52,108.
何华清、陈文存.大学生英语高频词汇水平实证研究[J].西北师范大学学报,2008,(2)：47-51.
胡春洞.英语教学法[M].北京：高等教育出版社,1990.
胡壮麟.谈中国外语教育30年[J].天津外国语大学学报,2011,(4)：3-9.
黄燕.检验“投入量假设”的实证研究阅读任务对中国学生词汇记忆的影响[J].现代外语,2004,(4)：386-394.
黄建滨.关于《大学英语教学大纲(修订本)》词汇表的说明[J].外语界,1999,(4)：26-31.
黄建滨.大学英语课程教学要求词表修订探讨[J].外语界,2004,(1)：2-9.
黄源深.大学英语阅读课应该抓什么[J].外语界,2011,(2)：7-11.
江新.词的复现率和字的复现率对非汉字圈学生双字词学习的影响[J].世界汉语教学,2005,(4)：31-38.
李瑞芳、张英、程慕胜.清华大学非英语专业学生课外阅读情况调查研究[J].外语界,2004,(2)：35-41.
李小华、王立非.第二语言习得的构式语法视角：构式理论与启示[J].外语学刊,2010,(2)：107-111.
李荫华.李荫华教授访谈录[J].基础外语教学研究,2007,(5)：2-6.
梁茂成.语料库应用教程[M].北京：外语教学与研究出版社2010.
刘润清.漫长的学习道路[J].外国语,2003,(4)：7-13.
陆谷孙.大学英语教材国际研讨会致词.2005年9月16日.
罗卫华、邓耀臣.基于BNC语料库的英语篇际词汇重复模式研究[J].外语教学与研究,2009,(3)：224-229.
马广惠.大学非英语专业新生英语入学水平测试与分析[J].南京师范大学学报(社会科学版).2006,(1)：82-88.
马文惠、文秋芳.大学生英语写作能力的影响因素研究[J].外语教学与研究,1999,(4)：34-39.
邵华.普通高师院校学生大学英语四级阶段词汇水平实证研究[J].外语教学与研究,2002,(6)：421-425.
束定芳.外语教学改革：问题与对策[M].上海：上海外语教育出版社,2004.
束定芳.外语课堂教学新模式刍议[J].外语界,2006,(4)：21-28.
束定芳、庄智象.现代外语教学—理论、实践与方法[M].上海：上海外语教育出版社,2008.
苏远连.论听力学习策略的可教性—一项基于中国外语初学者的实验研究[J].现代外语,2003,(1)：49-58.
王初明、牛瑞英、郑小湘.以写促学——一项英语写作教学改革的试验[J].外语教学与研究,2000,(3)：207-212.
王凌、何宁.非英语专业学生英语课外阅读情况调查与研究[J].外语界,2001,(4)：11-18.
王宗炎.英汉应用语言学词典[M].湖南：湖南教育出版社,1988.
汪庆华.关于我国大学生英语词汇量的初步探讨[J].外语界,1998,(2)：23-27.
魏梅、王立非.任务类型与频次因素对大学生英语惯用短语学习的影响对投入量假设的再考察[J].现代外语,2011,(4)：372-380.
文秋芳.频率作用与二语习得[J].外语教学与研究,2003,(2)：2-9.
文秋芳.英语学习成功之路[M].上海：上海外语教育出版社,2003.
文秋芳.输出驱动假设与英语专业技能课程改革[J].外语界,2008,(2)：151-154.
文秋芳.二语习得重点问题研究[M].北京：外语教学与研究出版社,2010.
吴建设、郎建国、党群.词汇附带习得与“投入量假设”[J].外语教学与研究,2007,(5)：360-366.
吴谨.中国非英语专业研究生词汇量不同词频等级分布状况研究[J].华南师范大学学报,2008,(2)：122-160.
吴霞、王蔷.非英语专业本科学生词汇学习策略[J].外语教学与研究,1998,(1)：53-57.
谢谜.频率作用对英语语音纠错的影响关于纠正[v]/[w]不分的一项微变化研究[J].外语研究,2009,(1)：65-71.
严凯、高玉辉.英语学习者语言能力与阅读材料适合性探究[J].外语界,2012,(6)：47-57.
严明.商务英语料库开发与应用研究[M].北京：中国商务出版社,2011.
杨惠中.语料库语言学导论[M].上海：上海外语教育出版社,2002.
杨惠中.提倡有效教学—从“外教社杯”全国大学英语教学大赛谈起[J].外语界,2011,(2)：14-18.
杨连瑞、张德禄、范琳等.二语习得研究与中国外语教学[M].上海：上海外语教育出版社,2007.
余卫华.需求分析在外语教学中的作用[J].外语与外语教学,2002,(8)：20-23.
张萍.硕士研究生基础英语和专业英语词汇学习策略研究[J].外语教学与研究,2001,(6)：442-449
张书琦.阅读测试在CET、mTOEFL和IELTS中的对比研究[D].东南大学,2006.
张尧学.关于大学英语四、六级考试改革的总体思路[J].外语界,2008,(5)：2-4.
张正东.英语外语教学的回归[J].基础教育外语教学研究,2007,(5)：17-22.
赵庆红、徐锦芬.新世纪我国大学英语教学改革实证研究状况及发展趋势分析[J].外语界,2011,(1)：30-37.
钟志贤.大学教学模式革新：教学设计视域[M].北京：教育科学出版社,2008.
周爱洁.论4／3／2活动对提高英语口语流利性和准确性的影响[J].外语教学,2002,(5)：78-83.
周大军.大学英语学4级阶段词汇量状况调查[J].外语与外语教学,1999,(12)：34-36.
周丹丹.练习次数对故事复述的影响[J].解放军外国语学院学报,2004,(5)：41-45.
周丹丹.国外练习频次研究综述[J].解放军外国语学院院报,2006a,(2)：54-58.
周丹丹.输入与输出的频率效应研究[J].现代外语,2006b,(2)：154-163.
周丹丹.频次作用对二语写作的影响[J].外语与外语教学,2011,(1)：36-39.
周骞.基于语料库的当代大学英语教材词汇研究[D].上海师范大学博士学位论文.2012.
周榕、吕丽珊.输入增显与任务投入量对英语词汇搭配习得影响的实证研究[J].现代外语,2010,(1)：81-88.
周卫京.语言输入模式对口语产出的影响[J].解放军外国语学院学报,2005,(6),57-62.