任务类型对二语词汇习得的影响与启示

Task types' influence and enlightenment on second language acquisition of vocabulary

以投入量假说和输出假说为理论基础,通过一次实验、一次词汇习得测试和一次访谈,揭示中国中低水平英语学习者在阅读中附带习得词汇的一些规律。主要发现有:1、不同的阅读任务均能有效地促进二语词汇的附带习得;2、投入量假设不完全正确,投入指数的界定有待进一步细化;3、输出型任务比输入型任务更能促进词汇的习得;4、在视觉输入模式下,隐性语境比无语境更能促进阅读中任务引发的词汇习得,且差异显著。

This paper employs one experiment, one vocabulary acquisition test and one interview to study the acquisition of vocabulary on five text-based tasks by Chinese low-intermediate learners of English. Involvement-load hypothesis and output hypothesis are its theoretical bases. The analysis of data reveals： 1） different text--based tasks can significantly affect L2 vocabulary learning; 2） output tasks are much more effective than input tasks; 3） implicit elaboration has more facilitative powers than null elaborations for L2 vocabulary learning through text-based tasks. The findings have significant implications for English vocabulary pedagogy.