摘要
本文阐述了一项听力情境下高中生英语词汇附带习得的实证研究,旨在为高中英语教学探究一条"听中学"的有效路径。本研究通过向受试者下达两项复杂度不同的听力任务调查了任务内在的认知维度以及学生的英语水平对词汇附带习得效果的影响。研究发现:(1)任务复杂度和英语水平对学生词汇附带习得效果具有显著性影响;(2)复杂度和语言水平之间具有显著性交互效应,不同任务类型下所产生的复杂度效应会随着学生语言水平的高低变化而有所减少或增强。
The paper reports on an empirical study of incidental English vocabulary acquisition by senior high students in different types of listening tasks in an attempt to explore how to learn English by listening. The present study, involving the subjects in two listening tasks in different complexity, explores how the cognitive demands of the listening task and students' English proficiency influence incidental vocabulary acquisition. The results show that(1) both the task complexity and the English proficiency have significant influence on incidental vocabulary acquisition;(2) there is a significant interaction between complexity and proficiency: the effect of complexity would increase or decrease as the proficiency changes.
出处
《基础外语教育》
2016年第6期16-22,共7页
Basic Foreign Language Education
基金
国家社科基金项目"基于翻译过程语料库的汉英翻译单位认知研究"(项目编号15BYY023)的研究成果之一
