二语阅读中的聚焦和边缘词汇学习实证研究

Focal and Peripheral Vocabulary Learning in L2 Reading:An Empirical Study

本研究基于注意假设,采用《圣经》片断进行纯阅读课堂实验,从词义、词形和搭配三个维度探讨了阅读中的聚焦学习和边缘学习(张文忠,吴旭东,2003)。结果表明,纯阅读可以促进三种知识的习得,但词义习得优先;边缘学习对词汇记忆保持率没有影响;聚焦学习对词义、词形记忆保持率影响显著,对搭配延时记忆不明显。本研究的结论是,二语阅读中的词汇习得虽然是"附带的",但仍需要对目标词进行聚焦学习才能产生相应知识的习得。

Based on the 'noticing hypothesis,' this empirical research on reading uses passages from the Holy Bible to explore the focal and peripheral vocabulary learning in reading. The results indicate that pure reading promotes the learning of the three dimensions of vocabulary knowledge,i.e.,word meaning,form and collocation,but the acquisition of word meaning precedes the other two dimensions. The results also reveal that peripheral learning has no significant effect on lexical retention rate,while focal learning plays a rather positive role on the retention rate of both the word meanings and word forms,but not on the retention of collocations. Based on these results,the paper comes to its conclusion that IVA through pure reading,though 'incidental',still demands focal vocabulary learning rather than peripheral vocabulary learning.