任务预设投入量与词汇习得策略

The Involvement Load Hypothesis and Vocabulary Learning Strategies

投入量假设认为,任务投入量与词汇习得成正比关系。然而,任务预设的投入量能否真正实现还要结合考虑学习策略等学习者的内在驱动因素。通过对比实验,我们发现投入量假设并不完全正确;任务类型影响学习者即时词汇策略的选择;猜测、查字典等策略的积极运用有利于词汇学习,而忽略策略的使用则降低了预设投入量,不利于词汇习得。

To testify the Involvement Load Hypothesis,the present study examined vocabulary learning strategies as engaged in different tasks.The results from a controlled comparison experiment partially support the hypothesis.Interaction between task types and on-line learning strategies shows that use of strategies like guessing and dictionary consultation may assist in vocabulary processing,while failure to use them may reduce the presupposed involvement load and thus hinder further vocabulary learning.