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本研究主要通过语言测试,并辅以问卷调查进行研究,分析了在校医学本科生在结束两年的大学英语必修课之后出现英语语言磨蚀现象的影响因素及其外语保持能力。研究结果表明:不同的语言技能磨蚀速度不完全相同。外语磨蚀程度和受蚀时间与受试者和外语的接触程度密切相关。经过一年磨蚀期,外语水平较高的受试者比外语水平较低的受试者的外语水平仍然相对较高,但外语磨蚀量也相对较大。学生的外语认知结构是影响外语保持的重要因素。为减少外语磨蚀,教师应在教学中因人施教,帮助学生选择适合自己的学习方法。
This study mainly through language tests, supplemented by questionnaires to study the analysis of the undergraduate medical students in the end of two years of college English compulsory etiquette and the English language to see the impact of factors that maintain their ability to maintain language proficiency. The results show that: different language skills erosion rate is not exactly the same. The degree of foreign language abrasion and the time of erosion are closely related to the degree of contact with the subjects and foreign languages. After one year of erasure, subjects with higher level of foreign languages still had higher foreign language proficiency than those with lower level of foreign languages, but the amount of foreign language erosion was relatively large. Students’ cognitive structure of foreign languages is an important factor that affects the maintenance of foreign languages. To reduce foreign language ablation, teachers should teach people in teaching to help students choose their own learning methods.