英语阅读中任务引发投入量与生词词义的推理

The Relationship between Task-induced Involvement Load and Learning New Words from Context during English Reading

调查了英语阅读中任务引发投入量与二语学习者从语境中推理生词词义的关系。65名非英语专业大二学生参与了本项研究,并在研究中被随机分成三组。每一组都阅读一篇在投入量程度上各不相同的文章,同时推理文章中10个陌生词汇的词义。另外,运用有声思维报告获取学生运用词汇推理策略的情况。结果表明,任务引发投入量的程度、学习者对词汇推理策略的运用以及与成功推理的词汇词义的保持之间有显著的相关性。

This study investigated the relationship between task-induced involvement load and learners＇ inferencing and learning new words from context during English reading. Sixty-five junior non-English majors participated in the study. The participants were randomly classified into three groups. Each group read a different version of a text with the degree of involvement load, and inferred the meanings of 10 new target words. In addition, think-aloud protocols were used to gather information about learners＇ use of lexical inferencing strategies. The results showed a significant relationship between the degree of task-induced involvement load, learners＇ use of lexical inferencing strategies, and subsequent retention of successfully inferred words.