摘要
词汇附带习得的投入量理论和认知层次加工理论对有效的词汇学习提出了心理和认知的具体要求。任务型语言教学无论是在理论依据还是实际操作上都满足词汇附带习得的要求。在真实的语言交际任务中有目的地附带词汇学习,能更好地掌握词汇知识,培养词汇使用能力,真正实现词汇习得。
The involvement-load hypothesis and the depth of processing hypothesis, the two underlying theories of the incidental vocabulary acquisition, elaborate on the psychological and cognitive conditions for effective vocabulary learning. The task-- based language teaching method meets theses requirements both theoretically and practically. Therefore, carrying out incidental vocabulary acquisition in authentic communicative language tasks contributes to better learning of both vocabulary usage and vocabulary use. This will lead to the achievement of real vocabulary acquisition.
出处
《安徽师范大学学报（社会科学版）》
CSSCI
北大核心
2009年第4期491-494,共4页
Journal of Anhui Normal University(Hum.&Soc.Sci.)
基金
苏州科技学院外国语学院教学科研基金项目
关键词
任务型语言教学
词汇附带习得
投入量理论
认知层次加工理论
task-based language teaching
incidental language acquisition
involvement-load hypothesis
depth of processing hypothesis
