医学类专科学生英语词汇学习现状实证研究

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PASWStatistics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。

An empirical study on vocabulary learning of medical college students

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.