摘要
本研究基于"投入量假设"理论,探讨了93名非英语专业二年级学生在阅读、听力、写作任务中的词汇附带习得效果。在任务投入量相同的情况下,研究得出如下结果:(1)任务模式、类型对学习者的词汇即时记忆和延时记忆效果产生不同影响,说明投入量不一定是决定任务有效性的唯一因素;(2)与接受型任务相比,产出型任务引发较大投入量的评估,词汇保持效果更好,表明投入量三因素需求、搜索和评估之间的比重关系仍需进一步论证。研究最后讨论了上述结果对大学英语词汇教学的启示。
Based on the Involvement Load Hypothesis, this study explores the incidental vocabulary acquisition in the tasks of reading, listening and writing completed by 93 non-English major sophomores. With the same involvement load, the study reveals the following findings ： （ 1 ） task modes and types have influence on the instant and delayed vocabulary recall, suggesting that the involvement load might not be the sole determining factor in task effectiveness; （2） compared with receptive tasks, productive tasks induce evaluation of higher load and result in better vocabulary retention accordingly, indicating that further empirical research should be done to establish the relative importance of three factors of the involvement load, namely need, search and evaluation. In the end, the study discusses its implications for vocabulary teaching in college English teaching.
出处
《外语界》
CSSCI
北大核心
2014年第6期21-29,共9页
Foreign Language World
基金
江苏省社科应用研究精品工程项目"大学英语ESP课程建设研究"(编号14jsyw-02)的阶段性成果
关键词
词汇附带习得
投入量假设
任务类型
任务模式
incidental vocabulary acquisition
Involvement Load Hypothesis
task mode
task type
