多项选择注释和复述对词汇附带习得的作用

The Effect of Multiple-Choice Glosses and Text-Reconstruction on Incidental Vocabulary Acquisition

以Laufer&Hulstijn的"投入量假设"为理论框架,结合比较Swain的"输出假设",通过输入(阅读中附带词汇的多项选择注释)模式和输出(阅读后复述文章大意)模式来检验两种不同模式及两种形式的结合分别对英语词汇附带习得的作用。实验结果表明:第一,多项选择注释对词汇附带习得的作用明显,但阅读后复述大意对词汇的附带习得并没有产生明显的作用;第二,两者对词汇的延时记忆都没有产生具有显著意义的作用;第三,两种形式的结合对词汇的延时记忆的作用具有显著意义。

This study investigates the effect of interventions in reading on lexical acquisition and retention in an input-output cycle on the theoretical basis of Involvement Load Hypothesis and Swain＇s Output Hypothesis. Multiple-choice glosses are chosen as an input enhancement and text reconstruction as an output task. The study explores not only into the effect of two types of reading interventions respectively but also the effect of the combination of two types on vocabulary acquisition and retention. The results of the study point to three major findings. First, multiple-choice glosses lead to higher levels of lexical acquisition but this knowledge was not retained two weeks later. Second, output activities did not lead to higher levels of lexical acquisition and retention. Third, the combination of multiple-choice glosses and output activities lead to higher levels of word acquisition and lexical retention.