摘要
阅读过程中的任务要求是伴随性词汇处理和记忆的决定因素。基于已有的词汇习得的原始模型,本文重新分析验证不同任务对于词汇处理构成积极作用的要素,对原始模型缺陷之处做了修改,并提出两项新的对词汇习得可能产生显著促进作用的因素——"推断"和"生成",并以实验验证其效用。文章主要研究"推断"和"生成"是否对词汇习得起促进作用、"生成"是否对词汇习得起到更为显著促进作用等问题。
Task demand in reading is the major determiner of the quality of word processing and retention. This study revises a task-induced involvement model by Hulstijn and Laufer and establishes a new model by identifying new components of various tasks, inference and generation, which are conducive to elaborate processing crucial for learning, and then it compares the efficiency of these two important factors in verbal processing.
出处
《语言教学与研究》
CSSCI
北大核心
2008年第2期38-45,共8页
Language Teaching and Linguistic Studies
关键词
词汇习得
任务承载含量
推断
生成
lexieal acquisition
task involvement load
inference
generation
