很多同学都有如何背单词的困惑，薇薇经常在小组里看到大家不停地发问。其实背单词的方法有很多很多，薇薇也看了不少，但是薇薇比较认同的还是管鑫老师的这篇《如何真正提高词汇量》。薇薇也在征得老师同意后将文章在小组发布，以供各位童鞋好好学习，希望能解决大家的一些困惑和带给大家一些帮助。
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为什么中国学生有那么强的阅读能力，那么广泛的阅读训练，外语在真正使用时却捉襟见肘？为什么很多同学过了专八，按道理词汇量“很高”，外语在应用时，却张不开嘴，提不起笔？
因为，你的词汇量，没有真正提高
那么什么叫“真正提高词汇量”？
首先，在脑子中强化两个概念，那就是“认知词汇”和“积极词汇”。
认知词汇就是指达到认知标准的词汇，说白了，就是认识但却不但会用，又未求甚解的单词；
积极词汇就是指那些无论你在说话又或写作时，脱口即出又或提笔就用的词汇，对这种词，你应该有相当大的用对的把握，并对它的用法有着比较详实的了解。
认知词汇量大，阅读就不会遇到那么多障碍，但积极词汇量决定确是你的口语，写作，还有对于一个词，一个句子乃至一篇文章的理解的精度和深度。
有人说，听说老美平时有两千多个单词就可以把话说得很好，他的潜台词是“我学那么多干嘛呢”。这是典型的混淆概念。老美那两千多词，是积极词汇量，这不是说那些美国人只认识两千个单词，所以听奥巴马讲话有的词深了，又或读书读报就理解不了了，因为听和读，需要的只是认知词汇量。那些老外用两千字玩转日常生活，同样有人可以读懂经济学专著和报纸上的政坛社评文章；而很多大学生的外语积极词汇量，却远远达不到一千。这就是为什么看似有些同学词汇量“很高”，但提笔或张口，就完全不是那么回事了。
所以今天我想讲的主题，就是如何提高积极词汇量。
按乔姆斯基的理论，“十六次原则”，那么按照被动的方式，一个外语学习者需要在不同的场合遇到一个单词十六次以上，才能使这个词成为自己的积极词汇的潜力词群。这个方式虽说扎实，但对于中国国内的外语学习者，单靠这种被动方式的输入，是无法确保大多数重点词，都能够顺利地以16次偶然方式被你碰到。（注意：你连读这个词十六次或连续在同一本书同一篇文章中重复16词是没有意义的。）
那么怎么办呢？可以采取“主动的5句原则”。这个酒不是乔姆斯基的理论了，而是管管的教学和学习经验。一个完全不认识或认识不熟悉的单词，完全可以通过主动的方式，更快地转化成自己的积极词汇，为自己的口语和写作服务。
5句原则操作方式：
工具：必须是例句详实的字典，越厚越权威越好，最起码要达到牛津高阶或朗文当代的厚度。
原材料：偶然遇到的，但自己觉得以后应该用得到，或者于自己的经历或专业特别相关又常用的词，比如有一天，你看到一个词的意思是“似是而非的”，你会觉得，哎呀，这个词的意思就是我在有时讲话或写作想说又不会用外语讲的那个词，那么好了，这就是原料。
方式：基础较好的，采用2-3制，基础较弱者，采用3-2制。
即在字典中查到这个词，仔细阅读释义，体会例句，有觉得很好的例句，修改几个词，变成自己感兴趣的话题相关的句子，“2-3制”就是修改2个句子，仿造3个句子，3-2制同理。但仿造时一定不要打开字典，也不要看刚才的例句，要尽量凭空，想一件自己最近想谈论的话题或相关的事，用这个词造出句子来。
这个方式对于短期提高积极词汇量非常有效，而且扎实，结果往往是在你不需要用到用到那个词的场合，你也会想方设法的把那个词用上，为啥？因为那个词你自己也感觉很靠谱！一段时间内，要写一篇文章尽量去用自己在这个阶段积累的积极词汇。注意，再造新句子时，要去尽量使用一些你最近增加的“准积极词汇量”，以增带增，这很重要。
按乔姆斯基的方式，一段时期自己增长了多少增长了哪些积极词汇，自己往往都不知道；但用这个5句法，则自己会很清楚，所以一定要定期复习。
注意事项：
1.每天不要超过5个
2.足够了，贵在坚持，如果多了，效果肯定不好，5*365，一年就是将近两千词呢，如果能坚持下来，半年你的外语水平，就应该有明显改善，一年你的口语和写作资源库将极大富足。
3.不能因为做了这个，就放弃了认知词汇量的增长，认知词汇量按部就班就好。
当拥有了比较雄厚的积极词汇量实力，你会对自己的外语水平的更新刮目相看！
Quotations from 葛传椝
4. Something More Important Than Enlarging One's Vocabulary
"How to enlarge my vocabulary"---this is one of the commonest questions that I have been asked. True, the average Chinese learner of English has a very limited vocabulary, but I think he has something more important to do about his limited vocabulary than to enlarge it. He has yet to know many more words before he can master English. Nor can he master English till he has acquired a better understanding of morst of the words that are in his vocatulary.
For he may think he knows a word when he does not really know it. By knowing a word I mean knowing its true sense or senses instead of merely knowing one or more of what we call its Han equivalents. Take the word "student". Very often it is misused and misunderstood by us Chinese. It is misused and misunderstood by those who call all schoolchild students and take offence at being called students of English simply because they are no longer at school. As a matter of fact, a schoolchild is not a student, but one who studies English is a student of English though he may be an old man and may have already written many books on it.
We are apt to neglect common words. Apart from the possibility of misuse and misunderstanding we are apt to neglect their various senses, or rather idiomatic uses. Take the word "read", which you of course think you know very well. But do you know all the senses (or uses) as illustrated below?
Can you read dreams?
The baby cannot read the clock.
He is reading her thoughts.
The sentence reads like a paraphrase.
Don't read too much into the text.
The thermometer reads 680.
If not, you can hardly yet be said to know the word "read".
23. Make the Word Your Own 把这个词变成你自己的
A word is not your own until you can use it correctly. You may know one or more Han equivalents for a word and yet you may not be able to use it correctly. I am afraid that of all the English words that the average Chinese learner can translate into Han, less than half may really be called his own.
To give a few common words at random, "wise", "probable", "congratulate", "equip", "personality", "novel", "nevertheless", "meanwhile" ---all these words many Chinese learners may "know" without being able to use them correctly, reader? Please read the following sentences carefully and I have to tell you beforehand that all the words in italics are misused, and that if you fail to find any one of these wrong, that proves that that word is not yet your own.
1. The boy reads the book very well, and so he may be called a very wise boy. -(wise)
2. He is probable to pass the examination. -(probable)
3. Let's congratulate her success. -(congratulate)
4. A radio has been equipped in the hall. -(equippede)
5. He never pays his debts; his personality is bad. -(personality)
6. I don't like such novels as these short stories -(novels)
7. Nevertheless poor, the girl was neatly dressed. -(Nevertheless)
8. I bought some bananas and meanwhile some apples. -(meanwhile)
How many of these italicized words are your own? And how many are not? Look up those that are not your own in a good dictionary in order to find out why they are wrong in these sentences, and to learn their correct uses.
Remember that not every word that you think you understand well is really your own.
29. Make Your Own Dictionary 编写你自己的词典
I must thank very sincerely the many readers who have written to inquire about my Dictionary of English Usage. It was always going to be published, and it has not yet been published. This is partly beause of my occupation with other literary matters; in fact, I work on the book only off and on. But the chief reason is that being a conscientious learner of English I am always careful to avoid slipshod or perfunctory work. I take notes for the book almost every day ---both frm reading and from the questions about usage that I am asked by persons interested in the subject. Very often a seemingly simple question reminds me of some important point that I might not otherwise think of. I hope that the delay in publication will be compensated for by the richer and better contents of the book.
Now I think that every learner could make his own dictionary of usage. He could keep a notebook in which to record, in alphabetical order, such points of usage as he might find of particular interest to him. Such a book would serve him as a constant companion to composition, though many things in it might seem quite dull or useless to others.
And I think that every learner could make his dictionary of usage as large as the sum total of the books he reads. I mean that he might make a usage index, so to speak, to those books. For a particular point he would have to record only the book, the page, and the line concerned. He would some day be able to point to his library and say "This is my dictionary of English usage". What a great work!
Indeed, I wish I could find time to do this. And I believe that I could thus lay the foundation of a live and original dictionary ---quite different from those based on nothing but one or more dictionaries.
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