二语阅读中附带词汇习得的显性度研究

A study of the explicit effects of incidental vocabulary acquisition in SL reading

就合作输出与阅读输入对二语阅读中的附带词汇的隐、显性学习进行实证研究的结果表明,合作输出尤其是合作口头输出对附带词汇习得的效果明显优于阅读输入;但合作书面输出和合作口头输出对附带词汇习得的效果则无明显差异。从阅读中词汇附带习得过程的认知机制对研究结果进行分析发现,二语阅读中的词汇附带习得是显性学习和隐性学习相互作用的过程。以文章理解为主要目的的阅读输入隐性度较高,以词汇学习为主要目的的阅读,则显性度较高;而合作输出既理解文章内容,又注意目标词,其显性度让受试对生词有足够的聚焦和充实度。因此,合作输出对附带词汇习得的作用更加显著。

This paper conducts an experimental study on the explicit and implicit effects of cooperative output and reading input on the incidental vocabulary acquisition in SL reading.The findings show that cooperative output,esp.spoken cooperative output,produces a more positive effect than reading input,and that spoken cooperative output and written cooperative output make little difference in incidental vocabulary acquisition.An analysis of the findings from the perspective of the cognitive mechanism reveals that the incidental vocabulary acquisition in SL reading is an interaction between implicit learning and explicit learning.The comprehension-oriented reading input is characterized by a higher quantity of tacitness,while vocabulary-oriented reading has a higher degree of explicitness.Cooperative output is both comprehension-oriented and vocabulary-oriented;therefore,it can produce a more positive effect on incidental vocabulary acquisition.