不同阅读任务对少数民族双语大学生英语词汇附带习得作用的实证研究

An Empirical Study on Effects of Different Reading Tasks on Incidental English Vocabulary Acquisition by Bilingual Ethnic Minority College Students

通过设计三项不同的英语阅读任务,探讨不同投入量对新疆少数民族大学生英语(L3)词汇附带习得效果的作用。实验结果表明:投入量指数高的阅读任务比投入量指数低的更有利于保持词汇附带习得效果;任务诱发型投入量假设更适合用于指导英语成绩较高的少数民族双语大学生的词汇附带习得。

The present study explores the effects of three purposely designed English reading tasks on the inci-dental vocabulary acquisition by bilingual ethnic minority college students in an attempt to test the applicability of Task-induced Involvement Load Hypothesis in teaching and learning English as third language （L3） in Xinjiang. The experimental findings show that reading tasks with higher involvement load are more effective for English vo- cabulary retention than tasks with lower involvement load, and the Hypothesis is verified in this research to be more suitable for high score achievers in English learning among bilingual ethnic minority college students.