摘要
为进一步检验"投入量假设"理论,本研究比较了四组不同投入量的任务(正误判断、选词填空、翻译句子和用目标词造句)对词汇知识附带习得的效果。研究结果表明,较高的投入量不一定带来较好的习得与保持效果。
The study investigated L2 word form incidental learning effects after finishing four kinds of learning tasks with varying involvement loads by Chinese non-English majors,in order to further explore the validity of Involvement Load Hypothesis proposed by Laufer and Hulstijn（2001）.The results show that tasks with high involvement do not necessarily lead to better retention.
出处
《牡丹江教育学院学报》
2010年第6期135-137,共3页
Journal of Mudanjiang College of Education
关键词
投入量假设
词汇附带习得
阅读任务
involvement load hypothesis
incidental vocabulary learning
reading tasks
