词汇是考研英语的基础，记忆词汇的方法有很多种，大家要选取有效合适的方法。新东方在线下面分享关于词汇分类的知识，希望大家可以了解，辅助自己记单词。

Part

1: The Lexical Categories of Language

Whenever you are learning a foreign language, it is important to be familiar with the lexical categories of a language. The words in a given language play different roles in the transmission of information, and they also have varying degrees of importance or

relevance for the learner. We will identify and describe three very broad categories of words that exist in all languages in order to assess the student’s learning priorities, as well as to devise effective ways to approach those priorities in the best way possible.

Here are these three broad categories:

第一部分：语言的词汇分类

当你学习一门外语时,熟悉词汇分类很重要。特定语言的词汇在信息的传播中扮演不同的角色，对于学习者来说重要程度和相关性也不同。为了评估学生的学习重点和设计尽可能有效的方法来接近这些重点，我们会区分和描述三大类在所有语言中都广泛存在的词汇。这是这三大类：

Group 1:Grammatical or structural words: ~2% of all words in a language

These are words that are very important to the comprehension of a language. At any skill level, there are certain structural words that learners should become familiar with, except perhaps for the very advanced levels, where the emphasis is on communication, not grammatical perfection. Examples of these grammatical or structural words are question words, prepositions, personal pronouns, articles, and so on.

第一组：语法与结构类词汇：占一类语言总词汇的2%

这类词汇对理解一类语言非常重要。不管对这类语言掌握程度如何，学习者都需要对一些结构类词汇很熟悉，除非非常熟练，不需要注意语法的完美，而是更注重沟通。一些这些语法或者结构类词汇的例子，比如疑问词，介词，人称代词，冠词，等等。

A speaker of a language cannot be deemed to know completely the language without knowing all of its grammatical words. Imagine an English speaker who doesn’t know what the word “How?” means, or the preposition “in”, the pronoun “we”, or the conjunction “however”. This is the category of words with the highest importance and priority. Of course, at the beginning level, a subset of more basic grammatical words will be the priority.

不能认为说某种语言的人可以在不知道全部的语法词汇的情况下完全掌握此类语言，想象一下一个讲英语的人不知道单词“How”，介词“in”，代词“we”,或者连词“however”的意思。这一类的词汇是最重要，最高优先级的。当然，在初学时，此类词汇中还有一部分更基础的更需要优先学习。

Grammatical words are also called structural words because they express some relationship within the different parts of the phrase or syntax. Grammatical words may appear as a group of related words, but a single word generally does not exhibit multiple forms or morphological changes. However, a single word’s position within the

sentence is often very important.

语法类单词也被称为结构单词，因为他们表达了不同短语或语法之间的关系。语法类词汇经常以一组相关的词汇出现，但单独一个单词通常不会展示多种形式或形态变化。然而，单独一个单词在句子当中的位置通常是非常重要的。

Group 2:Vocabulary: ~90% of all words in a language

This category of words is important for understanding the meaning of

concepts related to a particular topic. The vocabulary category consists largely of nouns, simply because everything has a name. Nouns can have a small number of

well-determined forms or permutations, usually expressed through their endings, in order to express things such as gender, and number.

第二组：词汇：占一类语言的90%。此类词汇对理解一个特定话题中一些概念的意思很重要。这类单词很大部分由名词组成，因为每个东西都有个名字。名词可以有少量确定的格式或排列，通常在他们的结尾处显示，来表达一些例如性别和数字的事情。

The importance of knowing a certain vocabulary word depends on how necessary the word is for the learner to speak about a certain concept. Vocabulary words are interconnected within families of words that come from a particular root, and the interrelated nature of these word families, along with the existence of synonyms, makes it possible for the learner to infer the meaning of unknown vocabulary words from the context. Because of this, out of the three categories of words, the category of vocabulary words is the least essential to master.

掌握某些单词是否重要在于，对于学习者来说讲述某些概念时这些单词有多必要。词汇单词一般来自出于某相互关联并来自共同根源的单词家庭中，而且这些单词家庭相互关联的特性，再加上同义词的存在，可以让学习者根据语境猜测未知单词的意思。正因为如此，在这三大类词汇中，这一类单词是相对最不必要去掌握的。

Nonetheless, this category is very important, and its importance increases as the

student moves into the upper-intermediate and advanced levels. At a beginning level, a subset of basic vocabulary, usually related to frequent life situations, takes a higher priority over a more advanced vocabulary.

尽管如此，这类单词仍然非常重要，并且当学生在中上层和上层水平进步时这类单词重要性增加。在初学者水平，这类单词中在日常生活中经常使用的基础的一部分，要比高级词汇具有更高的优先级。

Group 3:Verbs: ~8% of all words in a language

This category of words shares characteristics with both the categories listed above, grammatical words and vocabulary words. These words are highly structural, as they are considered the“bridge” between the subject and the object in the sentence. Because of this, their correct placement within the sentence is invariably crucial. However, the most important characteristics of a verb are the numerous permutations that it can have, and the information that those permutations convey, usually through a system of suffixes.

第三组：动词：占一类语言总单词量的8%

这类单词与上面两类单词有共同的特性，语法类单词和纯单词。这些单词是高度结构化的，因为他们在句子中的主体和客体之间起到桥梁的作用。正因如此他们在句子中的位子总是至关重要的。然而动词最重要的特性是他们无数的排列，以及这些排列传达的意思，这些通常通过后缀表达。

Verbs express a temporal relationship (tenses), an aspect (duration or state of completeness), mood (i.e. subjunctive, imperative), and person (verb forms that go

with ‘I’, ‘you’, ‘he’, etc.). Since verbs have so many different avenues for meaning, students spend the majority of their time learning and practicing these various verb forms.

动词表达了一个时间关系(时态)，一个方向(持续时间，完成状态)，语气(即虚拟语气，祈使语气)，和一个人(动词随“我”，“你”，“他/她”的形式变化)，既然动词有如此多的途径表达意思，学生需要用他们大部分时间来学习和练习这些动词的形式变化。

Like vocabulary words, verbs need to be learned within the context of an example and are studied in a particular way. Verbs express actions, and a verb can be the root from which a whole vocabulary family is derived. The beginning levels focus on verbs that represent actions that are tangible, visible, frequent, or useful, whereas in the late-intermediate to advanced levels, verbs tend to be more abstract, and related in general to complex human relationships, thoughts, and processes

类似纯单词，动词也需要在一定的语境例子和特定的方法中学习。动词表达了行动，也可以作为一个根衍生出一个单词家庭，初学者水平重点在于那些表达有形的，可见的，频率的，或有用的动作上，而中上等水平和上等水平的学习者重点在那些更抽象，与人类复杂关系，思想，过程相关的词汇。

Sometimes, the formation of a certain ending of a verb depends on knowledge of another verb tense, and commonly, a language course is organized by following a pre-determined sequence of verb tenses to teach/learn. This way of organizing a language course has an analogy in how a child develops linguistic skills. For example, a 5-year-old child commonly can say state something in the present, and past, but not say a phrase like: “If you had taken your umbrella, you wouldn’t have gotten wet.” The tenses in the previous example, namely the past perfect and the conditional, are part of a later stage in the linguistic development of a child. A language course for adults tries to, but does not faithfully recreate this natural order of learning in a child, instead, it is ordered in a way that the formation of verb tenses (the endings of verbs), is more

intuitive and cumulative, going from one concept to the next。

有些时候，一个动词结尾的结构取决于另外一个单词的时态，通常，一个语言课程通常遵从一个已定的动词时态序列来组织，这种课程组织方法与小孩学习语言的方法类似。例如，一个小孩可以陈述现在的和过去的事情，但是不会说比如：“如果你已经拿了你的雨伞，你不会像现在这样被淋湿了。”在前面例子的时态里，即过去完成时和从句，属于小孩子的后期语言学习。大人的语言课程，争取但不是完全重现小孩子学习语言的天然顺序，相反，大人学习动词时态的结构的顺序是更加靠直觉和积累，从一个概念到另外一个。

The necessity of verbs in sentences makes this category just as important as grammatical words, if not more

动词在句子中的必要性让动词与语法类单词一样或更重要。

Part 2:approaching the Lexical Categories

Any functionally complete learning of a language should integrate a substantial amount of words from each lexical category. This should be the case whether the student is a self-learner or working with the guide of a teacher. We will examine some psychological aspects of learning a foreign language, and then we will look at techniques for an effective assimilation of material from each of the three lexical

categories.

第二部分：接近词汇类别

任何一个语言学习的功能性完成都应该是大量的每一类单词的集合。根据学生是自学还是有专人指导应该有一定区分，我们应该调查一些学习外语的心理因素，然后寻找一定的手法来有效的消化每类单词。

When a child is learning their mother tongue, she or he is in a stage of development of linguistic skills. The child interprets definitions of words, and gradually builds syntactical structures (different word orders within the sentence), general grammatical areas (i.e. tenses, ways of forming a plural, etc), and also memorizes well-known exceptions to those rules (i.e. irregular forms of verbs). Later in life when the person learns a second language, right at the moment of being presented with a grammatical structure that is different from the mother tongue, the student will build a mapping from the mother tongue version, and the new language version, in order to logically understand and learn how to use the second version.

当一个孩子学习母语时，他/她正处于发展语言技能的阶段。小孩子解释单词的定义，逐渐的建立句法结构(不同词语在语句中的顺序)，一般的语法规则(即时态，复数的写法，等等)，以及记住例外常见的规则。(例如不规则动词的形式)。在之后的生活中，当这个人再学习第二种语言时，一旦看到其它语言不通的语法结构，为了逻辑的理解和学习第二种语言，他脑海中就会立马闪现他母语的语法结构，和新语言的版本。

As a learner of a second language, the student is not, for the most part, building new linguistic areas in the mind, but forming a mapping or road, at least for initial understanding, between the known and the new language. The formation of this mental mapping between languages that are distantly related, or entirely unrelated, is more challenging. Because this mapping relies on what the learner already knows, the effectiveness of learning a language via this process depends upon the learner’s conscious understanding of the linguistic areas present in the mind

作为一个第二语言的学习者，学生大部分不是在大脑中建立一个新的语言区，而是在画一个地图或者路，至少为了对已知的语言和新的语言之间关系的最初理解。这种相差很远的或根本无关的语言间的思想构图格式更加具有挑战性。因为这种地图要依赖于学习者已知的，通过这种方式学习一种语言的有效性依赖于学习者对头脑中学习区域的理解。

Take care not to confuse a linguistic area with a grammatical representation. The linguistic area or concept is an abstract understanding not related to words at all. It is manifested in language with particular grammatical representations, which may differ from language to language. A person may know perfectly the grammatical rules of a particular grammatical structure in the new language, but still be unsure of all its permutations in the mother tongue, however, this is no obstacle for learning the new

language because both depend on a solid possession of the abstract mental linguistic area.

注意不要混淆学习区域和语法表达，学习区域或概念是一种与词汇完全无关的抽象的理解，它表现在语言中带有特定语法表达的地方，随语言的不同而不同。一个人可能完美的了解一个新语言中的语法规则，但仍然不确定他们在本国语言中的排列，然而，这并不是学习新语言的障碍，因为他们都建立在对抽象思想语言区域的一个稳固掌握。

In any case, the student should move away from frequently comparing the new language with other languages that he or she knows. For instance, consider the case of the subjunctive, an area that often stymies native English speakers who are learning romance languages. The subjunctive exists in English as a mood, but since it is not

explicitly marked in the verb, there are no explicit rules as to when its use is mandatory.

在任何案例中，学生都需要避开把新语言与已知语言频繁比较的误区。例如，虚拟语气，经常成为英语母语的人学习浪漫语言的障碍。虚拟语气作为一种语气存在在英文中，但是既然它们不是被明确的标注为动词，没有明确的规则规定在什么时候必须使用它们。

Compare these two English sentences:

a. I demand that he be crowned (subjunctive mood)

b. I ask for him to be crowned (passive voice)

比对这两个英文句子

a. I demand that he be crowned (虚拟语气)

b. I ask for him to be crowned (被动语态) In a number of romance languages, the mood of expressing a wish coupled with the relative pronoun “that” in example A above will call for the verb “to be” to show the subjunctive mood through its ending.

As a consequence, a native English speaker who is newly acquiring this knowledge must construct a mental linguistic area, which consists of examining and identifying different verbs that express the “wishing” (or other moods expressed by the subjunctive), and then proceed to formulate practice sentences within this particular

context. The student must also have studied beforehand the particular verb endings for the subjunctive

在一些浪漫的语言中，一个表达愿望的语气加上了关系代词“that”.在上面例子A中需要动词“to be”在结尾表示虚拟语气。作为一种结果，英语母语的人在新掌握这种语言时必须构建一个思想学习区域，该区域由检查和识别不同的表达希望意思的动词组成(或者其他由虚拟语气表达的语气)，然后进一步规划根据特定上下文来练习句子的计划，学生必须同时已经提前学习了动词虚拟语气的形式。

Notice that this activity is separate from actually learning the verb endings for the subjunctive in the new language, which is actually the corresponding grammatical system of the language which will express the mental linguistic area. Maybe in a new language the subjunctive is not shown through a suffix, but an infix, a particle added in the middle of the verb! These grammatical representations are arbitrary, but should be mostly consistent within a particular language.

需要注意，这个活动与学习动词虚拟语气是分开的，实际上是相应表达心理语言区域的语法系统。可能在一种语言中，虚拟语气不通过加后缀的方法表达，而是一个加在动词中间的中缀。这些语法表现形式是随意的，但是在一种语言中，大部分是一致的。

This example illustrates that building a new mental linguistic area is more involved and challenging than building a mental mapping between the grammatical structures of a known language and a new language.

这个例子表明，建立一个新的思想语言区域比建立一个新旧语言对比的思想构图更复杂和具有挑战性。

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