本研究通过实验的方法检验了接口说对词汇学习记忆效果的影响。通过实验数据的统计处理和分析,本实验证实:不同的词汇呈现方式会导致学习者对目标词不同的掌握程度;最接近自然交际环境的呈现方式对词汇学习优于传统的词汇教学;在一定条件下,课堂教学可以实现学习者对词汇学习的内化,使之成为隐性知识。 In this study, the effect of interface theory on vocabulary learning and memory was tested by means of experiments. Through the statistical processing and analysis of the experimental data, this experiment confirms that: different ways of lexical presentation can lead learners to have different levels of mastery of the target words; the presentation mode closest to the natural communication environment is superior to the traditional lexical teaching in lexical learning; Under the conditions, classroom teaching can realize learners’ internalization of vocabulary learning and make them tacit knowledge.