大学英语词汇显–隐性学习对比与教学启示

Explicit and Implicit Learning of College English Vocabulary: A Comparative Study and Its Pedagogical Implications

摘要: 本研究探究显性学习与隐性学习策略对不同英语水平学习者词汇习得的影响，优化高校英语词汇教学策略。研究以60名非英语专业大学生为对象，依据大学英语四级成绩将学习者划分为低、中、高三个水平层级，通过分组对照实验，对比两种学习模式下的词汇习得效果差异。结果显示，显性学习与隐性学习均可显著促进学习者的词汇习得，且不同英语水平学习者均能有效受益于两类学习模式，其效果并无显著差异。基于此，本研究认为大学英语词汇教学无需固化单一范式，应结合教学目标灵活搭配显、隐性教学手段，重点优化隐性语境教学场景，落实个性化适配教学，化解传统词汇单一化教学模式的弊端。

Abstract: This study explores the effects of explicit and implicit learning strategies on vocabulary acquisition among learners at different English proficiency levels, with the aim of optimizing college English vocabulary teaching approaches. A total of 60 non-English majors were selected as participants. Based on their CET-4 scores, the learners were divided into three proficiency groups: low, intermediate and advanced. Through a controlled group experiment, this study compared the differences in vocabulary learning outcomes under the two learning modes. The results indicate that both explicit and implicit learning can significantly facilitate learners’ vocabulary acquisition. Learners at all proficiency levels benefit equally from these two approaches, with no significant difference in overall learning effectiveness. Accordingly, this study suggests that college English vocabulary teaching should not be confined to a single fixed model. Teachers are supposed to flexibly combine explicit and implicit teaching methods according to teaching objectives, prioritize the improvement of implicit contextual teaching, and implement personalized instruction. Such measures can effectively address the drawbacks of the simplistic and uniform mode adopted in conventional vocabulary teaching.