摘要
翻译对于词汇学习的自然优势长期受到忽视。本研究对语际互译与ESL词汇及其搭配用法习得的相关性进行了探索性实证研究。对某高等农业院校非英语专业本科二年级2个平衡组所做的实验表明:"阅读理解+翻译"组在接受性和产出性两项词汇测试中的目标词汇单项和总量的习得成绩都明显优于"阅读理解+讨论"组,尤其是在多词搭配或语块的产出性词汇水平上的差异更为显著。这一结论意味着,从事翻译活动可能有助于获得更优质的词汇习得效果。这些发现正好与"任务加工负荷假说"、"逼迫性输出假说"和"对比分析法"等二语习得相关理论所倡导的相一致。
The natural advantages of translation in ESL vocabulary acquisition has long been ignored. In this paper, we report on an exploratory study which, probes into the correlation between bilingual translation activities and the acquisition of ESL sin- gle words and collocations. One group of a Chinese agricultural university EFL learners were exposed to the target lexical items by reading a text and answering comprehension questions followed by theme discussion. Another group of the same background and language proficiency in L1 and L2 read the same text, but were also given two translation activities during which the target items were compared with their Chinese ＂equivalents＂. After the completion of the tasks, the two groups were tested on the re- tention of the target items by two tests. The ＂reading ＋ translation＂ group outperformed the ＂reading ＋ discussion＂ group on both tests and on productive collocation acquisition in particular. The findings agree with the L2 acquisition theories of ＂task involvement load＂, ＂pushed output＂, and ＂contrastive analysis instruction＂
出处
《西安外国语大学学报》
2008年第3期49-53,94,共6页
Journal of Xi’an International Studies University
关键词
语际翻译
ESL词汇习得
加工负荷假说
逼迫性输出假说
对比分析法
bilingual translation
ESL vocabulary,acquisition
involvement load hypothesis
pushed output hypothesis
contrastive analysis instruction
