分级教学模式下任务投入量对英语词汇附带习得影响研究

A Study on the Effects of Task Involvement on Incidental Vocabulary Acquisition in Graded Education Model

基于"投入量假设"研究,分析了在大学英语分级教学模式下,非英语专业基础班的学习者通过完成不同投入量的阅读任务附带习得词汇效果。试验结果仅部分支持"投入量假设",即投入量大的阅读任务一般比投入量小的任务更有利于词汇知识的习得和保持,但是并不必然有更好的效果。输出型任务比输入型任务能更好地促进词汇的习得和保持效果。一周后投入量较高的填空任务没能产生持久性的词汇保持效果。鉴于有限的英语课堂教学时间,提出几点相应的建议和措施以期在分级模式教学中提高词汇附带学习效率。

Based on the Involvement Load Hypothesis proposed by Laufer Hulstijn（2001）,the present experimental study aims to examine whether acquisition and retention of vocabulary acquired incidentally by non-English basic class students is contingent upon the amount of task-induced involvement load.The results only partially support the Involvement Load Hypothesis： tasks with high involvement load are not inexorably more conducive to enhancing word learning than tasks with low involvement load.The output tasks are superior to input tasks in fostering the knowledge and retention of vocabulary.The fill-in task with the higher amount of involvement load did not produce lasting lexical learning effect.Due to limited time of the English class,some pedagogical implications and measures are presented in order to effectively improve the incidental vocabulary learning of basic learners.