网络英语新词随着信息技术的发展不断壮大，大学生也因此在日常和学习生活中有更多机会通过多种途径和方法接触、学习并使用网络英语新词。调查大学生使用网络英语新词的现状因此也成为了以往研究中的主要研究内容。然而，在以往的研究中很少有将大学生细化成文科生和理科生这两种学术背景不同的代表群体，来研究两者之间在接触、学习网络英语新词的差异和相似点，以此分别给学习者、英语教师提供更有针对性的词汇学习、教学建议。本文运用定量研究的方法，以测试和结构式问卷的方式调查了北京一所高校184名文科生和理科生的网络英语新词认知情况，并通过分层抽样抽取了50名文科生和50名理科生的样本进行数据分析，文科生和理科生在网络英语新词认知测试结果、接触网络英语新词的途径、和在英语课堂上学习网络英语新词的状况有一定的差异，但也存在部分相似之处。其结论是对于网络英语新词认知水平较低的文科生，可以采取通过音乐、电视、电影以及报纸的途径来学习词汇，从教学手段来说，文科班的英语老师可以考虑从网络英语新词的词根背景和学生之间聊天的方式来帮助学生学习词汇，理科生的网络英语新词认知水平较文科生略高一些，在学习词汇的方式上，可以通过新闻和聊天的方式，理科班的英语老师可以考虑从网络英语新词的构词法特点来教授词汇。

Advances in information technology have brought great development of cyber-neologism. Thus, college students have more opportunities to expose to cyber-neologism, learn and use them through various approaches in their daily life and English classrooms. Investigating college students' status quo of using cyber-neologism has been the major research. However, there was few research to study students of liberal arts and science, which were two main groups of college students with different academic backgrounds. This study tried to look into similarities or differences of their exposure to cyber-neologism, learning and using them to provide targeted suggestions for English teachers and students of liberal arts and science on English vocabulary study. The research in this dissertation used quantitative analysis involving testing and questionnaire to investigate 184 college students’ cognition on cyber-neologism in Beijing Normal University and analyzed data with 50 liberal arts students and 50 science students through stratification sampling. The findings from this research provide evidence that there were similarities and differences on grade point average, approaches of exposure to cyber-neologism and cyber-neologism learning in English classrooms between liberal arts students and science students. The main conclusion drawn from this study are that liberal arts students with low cognition complexity of cyber-neologism could learn cyber-neologism through music, TV, movies as well as newspaper and English teachers could teach them cyber-neologism through background of origins of cyber-neologism and chatting. At the same time, science students with low cognition complexity could learn cyber-neologism through news and chatting and English teachers could teach characteristics of word-formation of cyber-neologism.