本研究使用单一词汇命名实验比较了阅读能力正常和阅读能力低常的大学英语学生的词汇命名行为。

The word naming performances between College English learners with normal reading ability and subnormal reading ability were compared on a single word naming experiment in the present research.

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ERP实验的ELAN效应验证了标准理论和管约论句法信息优先的合理性，N400和P600的对比证明了词汇语义与句法的互动。

The ELAN effect in the ERP experiment justifies the priority of categorical information, also, N400 and P600 prove that lexical meaning and syntax interact with each other.

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大多数学校英语课上教授的只是单纯的语言层面的知识，着重语法和词汇，并配以课本中的阅读练习和语言实验室中的听力训练。

Most school lessons teach the linguistic aspects on English, concentrating on grammar and vocabulary, supported by textbook reading and listening in language laboratories.

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