摘要
本文首先描述了Batia Laufer和Jan Hulstijn提出的关于偶然词汇习得的投入量假设,然后以非英语专业的本科生为研究对象,考察了投入量假设的真实性,旨在为学生的词汇学习和教师的词汇教学提供一些新的见解。
This passage is initiated by the task-induced involvement construct and intends to serve as an empirical evidence towards the Involvement Load Hypothesis brought forward by Batia Laufer and Jan Husltijn. The results of the study prove the effectiveness of the Hypothesis, which would have great influence and implication towards the incidental vocabulary learning in and outside the classroom, and add new insight towards lexical teaching.
出处
《武汉科技学院学报》
2006年第12期204-207,共4页
Journal of Wuhan Institute of Science and Technology
关键词
词汇习得
投入量
以任务为基础的教学
vocabulary acquisition
Involvement Load
Task-based Instruction
