认知心理视阈下二语词汇附带习得研究评述

Review of Second Language Incidental Vocabulary Acquisition from Cognitive and Psychological Perspective

近年来,以认知心理学为理论基础的词汇附带习得的效果逐渐受到二语研究者的重视。对阅读促成词汇附带习得这一研究热点从理论模型、认知机制、实证研究3个角度对国内外近10年研究作一综述和评论,阐述了学习者通过阅读附带习得词汇的心理认知机制,并对影响其词汇习得效果的因素进行了探讨。为了提高国内二语词汇教学效果,语言教师可尝试将词汇附带习得理论应用于词汇教学中,将有意学习和附带学习两种方式有机结合,设计学习任务时注意提高目标词在语篇中的凸显度和出现频率,并针对不同学生水平设计难度各异的教学任务。

Incidental vocabulary acquisition has become one of the hottest areas of SLA in recent years.This paper focuses on the development of incidental vocabulary acquisition in terms of theoretical model,cognitive mechanism and empirical research over the past 10 years.The purpose is to explore the learners＇ mental mechanism involved in incidental vocabulary acquisition in the process of reading and summarize the main factors affecting incidental acquisition.Finally,it is suggested that language teachers should attempt to apply incidental vocabulary acquisition theory into lexical teaching and combine intentional learning with incidental learning.Besides,while designing teaching tasks,teachers should take students＇actual lexical level into consideration to ensure that the teaching tasks are suitable for the learners.