基于模块教学的二语词汇附带习得实证研究

Module Teaching of Incidental Vocabulary Acquisition of Scond Language

二语词汇有效附带习得的影响因素多,实现条件苛刻;"投入量假设"理论性较强,却由于变量难以操纵量化,相关实证研究难以证实其实践意义。大学英语模块教学在理论基础、课程设置、教学内容等方面存在的优势条件,能够为学习者提供良好的词汇附带习得环境,提高"投入量假设"实证研究的可操作性。基于模块教学的词汇附带习得实证研究表明,投入量的大小确实能够影响学习者的词汇初始学习,但对于词汇学习的延时作用并不明显。

Many factors and conditions influence the acquisition of second language vocabulary.＂Input Assumption Theory＂,due to the difficult of manipulation of quantitative variables,is weak to prove its practical significance after related case study.Theoretical basis of module teaching advantages in college English,curriculum,teaching contents provide learners with a good environment of incidental vocabulary acquisition,increase empirical study operability of ＂Input Assumption Theory＂.Module teaching study proves that the amount of input can really affect the learner’s initial learning vocabulary,but it is not obvious in future learning.