语言输出方式对词汇习得影响的实验研究

An Empirical Study of the Influence of Two Kinds of Output on Words Acquisition

语言输出可以促进词汇习得,但关于何种输出可以更有效促进习得的对比研究甚少。本研究尝试将口头作文与书面作文对词汇习得的促进作用进行比较。71名非英语专业本科受试者被分为口头组和书面组。实验中受试先阅读英语短文并学习生词,然后由口头组同学分组完成口头作文录音,书面组则完成的书面作文。两组均被要求尽量使用所学新词汇。研究发现:口头作文更能促进受试建立生词的音与义之间的关系,长期记忆的时间也更长。因而在语言教学中应更多地使用口头输出来促进词汇的习得。

Studies have shown that comprehensible output can improve vocabulary acquisition, but it is less clear which kind of output would be more effective. This study compared the effectiveness of oral composition and written composition in the acquisition of newly learned vocabulary. 71 non-English major undergraduate students were divided into two groups, namely oral composition group （OCG） and written composition group （WCG）. They were instructed in the same way except that OCG finished an oral composition in class while WCG completed a written one. Both groups were asked to use as many newly learned words as possible. Overall, the finding suggested that there are significant differences in vocabulary acquisition between oral practice and written practice. Oral composition has a stronger and better effect on pushing students in using and remembering new words. Thus, oral output should be used more often in English teaching to facilitate new words acquisition