摘要
本文以汉语学习者为对象,通过改善的词汇知识检测模型展开小型实验,初步验证了投入量假说在汉语听力训练中的伴随性词汇习得状况。研究发现,基于阅读的投入量假说同样适用于听力训练领域,其伴随性词汇习得的效果也受到投入量大小的影响,即学习者的投入量越大,伴随性词汇习得效果越好,尤其是能促进产出性词汇知识的习得。因此,听力训练中,不仅要重视伴随性词汇习得,而且要注意引导学习者加大投入量,以促进伴随性词汇习得。
This paper verifies the efficiency of the Task-induced Involvement Load Hypothesis in the listening training on L2 Chinese learners by a small experiment with an improved Vocabulary Knowledge Assessment Model.It is found that the Hypothesis derived from reading training applies to the listening field as well,with the effect of the incidental vocabulary acquisition in the listening training also affected by the load of the task,i.e.,the task with higher involvement is more beneficial to the incidental vocabulary acquisition,particularly to the productive one.It argues that in the listening training of Chinese,the incidental vocabulary acquisition should be highly regarded and promoted by guiding learners to increase the investment load.
作者
由悦
李柏令
You Yue;Li Bailing(Intemational Chinese Education Center,School of Humanities,Shanghai Jiao Tong University,Shanghai 200030,Chin)
出处
《现代语文》
2018年第6期176-180,共5页
Modern Chinese
关键词
汉语听力
伴随性词汇习得
投入量假说
Chinese listening
Incidental Vocabulary Acquisition
Task-induced Involvement Load Hypothesis
