第二语言词汇教学的“认知-动机”模型

Cognition-motivation Model of Vocabulary Instruction in Second Language Teaching

第二语言词汇学习受多种因素的影响。系列实证研究表明,不同的词汇教学任务产生不同的学习效果。从高效率学习的心理学分析来看,影响词汇学习成效的因素主要有内隐学习、有意义的学习、选择性注意、信息加工深度和动机,并由此得出词汇教学的"认知动机"模型。在教学中恰当地调控这个模型将有效促进词汇教学效果。

Vocabulary learning in a second language is affected by many factors. Series of empirical studies show that different tasks differ greatly in effect. After being analyzed in terms of efficient learning psychology, factors that affect vocabulary learning in a second language are considered to be implicit learning, meaningful learning, selective attention, information processing depth, and motivation. A cognition-motivation model of vocabulary instruction in a second language is derived consequently. Proper manipulation of the model in designing tasks will greatly promote the effect of vocabulary teaching and learning.