不同阅读任务对学习者二语词汇习得的影响

The Influence of Different Reading Tasks on Learners'Second Language Vocabulary Acquisition

本研究以“投入量假设”为理论基础,通过比较三项阅读任务(阅读理解、词汇测试和使用目标词造句)对学习者词汇习得和阅读的影响,探索适合职业本科学生的词汇学习方式。研究结果表明:阅读任务可促进词汇附带习得;不同的阅读任务所需认知投入量不同。任务投入量越大,越有助于学习者的词汇习得;目的性词汇学习方式和附带性词汇习得方式都有助于词汇的短时记忆,任务投入量最高的阅读任务——造句更利于词汇的延时记忆;若任务投入量超出学习者本身有限的认知资源,阅读理解的效果则会受到影响。同时,文章还探讨了该研究对英语词汇及阅读教学的指导意义。

Based on the"input hypothesis",this study compares the effects of three reading tasks(reading comprehension,vocabulary testing and sentence making with target words)on learners'vocabulary acquisition and reading,and explores the vocabulary learning methods suitable for vocational college students.The results show that reading tasks can promote incidental vocabulary acquisition;Different reading tasks require different cognitive inputs.The greater the amount of task involvement,the more conducive to learners'vocabulary acquisition;Both purposeful vocabulary learning and incidental vocabulary acquisition are conducive to short-term memory of vocabulary,and sentence building,the reading task with the highest task involvement,is more conducive to delayed memory of vocabulary;If the amount of task input exceeds the learners'limited cognitive resources,the effect of reading comprehension will be affected.At the same time,the paper also discusses the guiding significance of the study to English vocabulary and reading teaching.