读书分享|Academic Word List (Headwords) 学术词汇及学习方法

本次分享主要内容：

1. 学术词汇表使用及学习方法

2. Academic Word List （Headwords）

学术词汇表（下载链接在文末）

之前分享了学术词汇测试A和B，今天我们就来看看学术词汇表这570个词长什么样吧。所谓的570词，其实是学术词的词干，其下还有各种派生词等。接下来也会分享学术词汇子表（Sublists），即包含派生词的更详细的表格。

这份词表该如何使用？我们看看Paul Nation网站的说明。（拿到好东西好资源如果不知道如何使用也是浪费）

How to use this list

The headwords of the Academic Word List (AWL) are the stem form of the words. The number after each headword is the sublist the word family is in. The sublists have the word families of the AWL with the most frequently used member of the family in italics. Table 1 on The Sublists page shows the coverage of the sublists over the Academic Corpus (a corpus is a body or collection of texts) and the number of pages of text a learner needs to read in order to encounter the words.

学术词汇表（AWL）的词目是单词的词干形式。每个词目后面的数字是该词族所在的子列表编号。子列表按照词族在学术词汇表中的出现频率排列，每个词族中最常用的成员以斜体表示。子列表页的表1展示了各个子列表在学术语料库中的覆盖率，以及学习者需要阅读多少页文本才能遇到这些词汇。

The Words should be learned in several ways

1. Learners should read academic texts and listen to academic lectures and discussions. Where possible, the written and spoken texts should not be too difficult for learners, with no more than about 5% of the running words in the texts being new words for the learners.

2. Learners should have the chance to speak in academic discussion and write academic texts using academic vocabulary.

3. Learners should directly study words from the list using word cards and doing intensive study of short academic texts.

学习者应阅读学术文本，并聆听学术讲座和讨论。在可能的情况下，书面和口语文本对学习者来说不应过于困难，文本中的生词比例最好不超过总词数的5%。
学习者应有机会使用学术词汇参与学术讨论，并撰写学术文本。
学习者应使用单词卡等方式直接学习词汇表中的单词，并对短篇学术文本进行精读学习。

Choosing words

§ Start with Sublist 1. If these words are known, move on to Sublist 2 down to Sublist 10.

§ Don’t start with the headwords starting with the letter ‘A’ and work down the list, but choose words that do not look like each other and are not related in meaning.

§ Check the list for words you find in texts. If the words are in the AWL, you should learn them. If they are not in the list, then check West’s General Service List. If the words are not in the most frequent 2000 words of English or the AWL, then think carefully about whether or not you need to learn them.

从子列表1开始。如果这些词已掌握，则继续学习子列表2，以此类推，直至子列表10。
不要从以字母”A”开头的词目开始并按字母顺序逐一往下学，而应选择那些拼写看起来不相似、且意义上不相关的词汇。
在文本中查找词汇时，对照本词汇表进行检视。如果该词在学术词汇表中，则应学习它。如果不在本表中，则查阅韦斯特通用词汇表读书分享｜General Service List （通用词汇表）。如果该词既不属于英语中最常用的2000个词，也不在学术词汇表中，则需要仔细考虑是否有必要学习它。

Learning words

§ Focus on retrieving the words rather than recognising them. Every time you retrieve a word the connection between the form of the word and its meaning is made stronger. Using word cards with the word to be learned on one side and the translations on the other forces you to retrieve the word.

§ Space the number of repetitions of the words you are learning because spacing repetitions results in longer lasting memory. The best spacing is to review the words a few minutes after first looking at them, then an hour or so later, then the next day, then a week later and then a couple of weeks after that.

§ Process the words thoughtfully so that the depth of learning is better. Use techniques which encourage you to make a lot of associations with the words you are learning. For example, think of language contexts and situational contexts in which you could use the words.

§ Avoid interference between the words you are learning by choosing words which are spelled differently and start with different letters. Don’t learn words with similar meanings at the same time. Words which look the same or share similar meanings are easy to confuse and make your learning less effective.

专注于提取词汇，而非仅仅识别词汇。每次提取词汇时，词汇形式与其意义之间的联系都会得到加强。使用单词卡进行学习——将要学的单词写在卡片的一面，释义写在另一面——这种方式能迫使你进行提取练习。
合理安排单词复习的间隔时间，因为间隔重复能够带来更持久的记忆效果。最佳的间隔方式是：初次学习后几分钟复习一次，然后大约一小时后复习，接着第二天复习，一周后再复习，最后两周后再复习一次。
对词汇进行深度加工，以提升学习质量。运用能够促使你将要学习的词汇建立大量关联的技巧。例如，思考你能使用这些词汇的语言语境和情境语境。
选择拼写不同、首字母不同的词汇进行学习，以避免所学词汇之间产生干扰。不要同时学习意义相近的词汇。拼写相似或意义相近的词汇容易混淆，从而降低学习效果。