摘要
以Laufer&Hulstijn的"投入量假设"为理论基础,采用定量和定性相结合的研究方法,考察不同投入量的任务对英语词汇知识附带习得的成效,结果表明:阅读任务促成了较高的词汇习得和保持效果;投入量相同的任务的即时词记忆效果存在显著差异;任务完成时间能够影响目标词的习得效果:高投入量的写作任务耗时较高,优势被其投入的时间所抵消,而填空任务是"低投入高回报"经济高效的任务。
Building on the framework of the Involvement Load Hypothesis proposed by Laufer Hulstijn(2001) and with application of qualitative and quantitative statistical analysis,the experimental study aims to examine whether acquisition and retention of vocabulary acquired incidentally is contingent upon the amount of task-induced involvement load.The results showed that learners could acquire the lexical knowledge in incidental learning.Tasks with the same amount of involvement load did not produce similar lexical learning effect.The factor of time-on-task is proved to have effective effect on incidental vocabulary acquisition which may partially weaken the effect of the task Involvement
出处
《湖南农业大学学报(社会科学版)》
2012年第2期72-78,共7页
Journal of Hunan Agricultural University(Social Sciences)
基金
淮阴师范学院青年优秀人才支持计划项目(11HSQNS06)
关键词
投入量假设
阅读任务
词汇附带习得
任务完成时间
Involvement Load Hypothesis
reading task
incidental vocabulary acquisition
time-on-task