摘要
不同投入量的词汇附带习得与词汇有意学习这两种方式对学习者的接受性词汇记忆、产出性词汇记忆以及产出性词汇运用有着不同的影响。以200名大二学生为研究对象,他们被分为四组。前三组阅读同一篇文章,然后分别完成阅读理解,完型填空,查字典写作任务。第四组进行有意学习单词。研究结果表明,在即时记忆中,词汇的有意学习与阅读理解、完型填空与查字典写作均有显著性差异,有意学习优于阅读理解而低于完型填空与查字典写作。在延时记忆中,无论是在整体上还是在各分项测试上,词汇的有意学习的效果均低于查字典写作。
This paper does research about the different effects on English IVA and IVL in the field of learners＇ receptive and productive ed into four groups. The first three vocabulary. The subjects are 200 nongroups read the same article. The first English majors which are dividgroup does the reading compre- hension task, the second does cloze task and the third group writes an article based on dictionary. The fourth group does the intentional vocabulary leaming. The results of IVL are not worse than the different IVA. It has better results in word spelling and using than the low involvement load IVA.
出处
《西南科技大学学报（哲学社会科学版）》
2011年第1期48-53,共6页
Journal of Southwest University of Science and Technology:Philosophy and Social Science Edition
基金
川北医学院2009年高等教育改革与研究立项课题"英语词汇附带习得与有意学习的实证研究"
