摘要
本文调查了中国非英语专业中低英语水平学生的词汇附带习得现象,发现不同投入量指数的阅读任务对词汇附带习得有显著影响:投入量高的阅读任务促成了学习者更好的词汇附带习得。随着时间的推移,不同投入量指数的阅读任务在词汇知识保持方面都有下降。
出处
《山西师大学报（社会科学版）》
北大核心
2013年第S2期106-108,共3页
Journal of Shanxi Normal University(Social Science Edition)
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