摘要
本文以非英语专业两个班的大一新生作为实验对象,考察在听或读完实验文章并完成互动或写作任务后二语词汇附带习得的效果,并从注意角度对结果进行了分析。研究发现,不管是以阅读通道输入还是以听力通道输入,互动任务取得的词汇习得的效果都比写作任务好;当学习任务相同时,在听力输入下的词汇习得效果比在阅读输入下的词汇习得效果略好。这一研究结果表明,在外语教学过程中,教师也要重视在听力环境下的词汇附带习得,并重视语音对词汇习得的重要作用。
This paper studies the effect of the interaction task and composition task on incidental English vocabulary acquisition （IVA） under the listening and reading input mode by the Chi- nese EFL learners at the tertiary level with focus on attention. It is found that interaction achieves better effect on IVA than com- position under the both input modes. Besides, better effects are achieved under the listening input mode than under the reading input mode, with the task being the same. This finding suggests that the phonological factor should play a role in L2 vocabulary acquisition and adequate attention be paid to IVA with listening input in EFL teaching.
出处
《外语与外语教学》
CSSCI
北大核心
2012年第6期1-5,共5页
Foreign Languages and Their Teaching
关键词
词汇附带习得
输入模式
注意力
互动
输出
incidental vocabulary acquisition
input mode
attention
interaction
output
