形式教学对二语接受型词汇成绩的影响

Effects of Focus-on-form Instruction on L2 Receptive Vocabulary Achievement

本研究通过比较形式教学（focus—on—forminstruction）与纯意义教学（focus—on—meaninginstruction）对二语接受型词汇成绩的不同影响，探讨了形式教学对词汇学习的作用。某高校117名英语专业一年级学生被分成形式教学组和纯意义教学组，参加了为期六周的培训以及词汇的前测、即时后测和延时后测。研究结果表明，形式教学组的词汇即时后测和延时后测成绩明显优于前测成绩；同时，形式教学组的延时后测成绩也明显优于纯意义教学组。这一结果表明形式教学对二语接受型词汇学习十分有效。

This study investigates the effects of focus-on-form instruction on L2 vocabulary learning by comparing the receptive vocabulary scores from two different instruction methods, focus- on-form and focus-on-meaning. 117 first-year English majors were divided into the focus-on-form group and the focus-on- meaning group and then took pretest 1. They participated in a six-week training, followed by immediate posttests, vocabulary pretests 2, and a delayed posttest. Research results demonstrate that in the immediate posttestsi and delayed posttest, the focus2 on-form group performed significantly better than it did in the pretests;at the same time, the focus-on-form group significantly outperformed the focus-on-meaning group in the delayed postt- est. These results confirm that focus-on-form instruction is extremely effective for L2 receptive vocabulary learning.