摘要
从Laufer和Hulstijn的"投入量假说"所研究的二语学习者在阅读过程中词汇附带习得的认知机制及量化标准,着手分析论证阅读任务设计的改革对发展学习者的读写能力及语言交际能力的作用,认为设计中参照"投入量假说"的量化标准而导入有效策略与学习者自主发展更高层次阅读能力正相关。
The article analyzes Laufer and Hulstijn＇s IVA model and its criteria for measurement, discusses the positive relation between the reformed reading-based task designs and the advancement in SL learners＇ proficiency, and suggests that some effective reading strategies can advance SL learners＇ reading and communicative capabilities in respect to the Involvement Load Hypothesis.
出处
《湛江师范学院学报》
2009年第4期48-50,共3页
Journal of Zhanjiang Normal College
基金
教育部首批"大学英语教学改革试点项目"(教高司函[2004]21号)
关键词
投入量假说
阅读任务
词汇
附带习得
Involvement Load Hypothesis
reading-based task
vocabulary
incidental acquisition
