摘要
本实证研究调查了不同的输出任务和输出模式对英语词汇习得的影响。受试为141名英语专业一年级大学生,被分成五组:翻译合作输出组、翻译非合作输出组、写作合作输出组、写作非合作输出组和阅读理解组。研究发现翻译组的词汇习得效果优于写作组和阅读理解组,且差异显著;合作组的词汇习得效果优于非合作组,但差异并不显著。研究结果表明,句子翻译和有单词提示的写作,无论是合作模式还是非合作模式,都能推动深层次的认知加工,从而促进英语词汇习得。
This study investigates the effects of different output tasks and output modes on the acquisition of English vocabulary. 141 first-year English majors serve as the research objects,and they are divided into five groups:cooperative translation group, non-cooperative translation group, cooperative writing group, non-cooperative writing group and reading comprehension group. It is found that the translation groups outperform the other groups significantly in vocabulary acquisition. What’s more, the groups adopting cooperative output mode outperform the groups adopting non-cooperative output mode, but the difference is not so significant. The results show that sentence translation and word-cued writing, whether in cooperative mode or in non-coopera-tive mode, can promote cognitive processing thus facilitates the acquisition of English vocabulary.
出处
《海外英语》
2015年第23期16-18,共3页
Overseas English
基金
宁波市教育科学规划课题:输出任务和输出模式对大学生英语词汇习得的影响研究(项目编号:YGH044)
浙江大学宁波理工学院教学改革与研究项目:输出任务和输出模式对英语词汇习得的影响研究(项目编号:NITJY-201207)
关键词
写作
翻译
合作学习
非合作学习
词汇习得
writing
translation
cooperative learning
non-cooperative learning
vocabulary acquisition
