阅读强化与窄式阅读对英语词汇学习效果的影响被引量：1

A Research of Vocabulary-Learning-Effect-Based Reading Intensification and Narrow Reading

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摘要运用Laufer&Hulstin的"投人量"理论(Workload)和Craik and Lockhart的深加工层次理论(Depth of Processing),以甘肃省某高校英语专业大二两个平行班的学生为研究对象,以50个目标词的测试为主要研究工具,分别对两个组的接受性词汇能力、产出性词汇能力以及记忆的保持进行了对比分析。结果表明:阅读强化法与窄式阅读这两种方法都有利于提高英语学习者的词汇学习效果;阅读强化法与窄式阅读法对学习者的接受性词汇能力所产生的影响是相同的,而对产出性词汇能力则产生不同的影响,阅读强化法在提高学习者产出性词汇能力方面更有效;不论是从学习者的接受性词汇能力方面还是从产出性词汇能力方面,阅读强化法都要比窄式阅读法更有利于记忆的保持。 The paper, taking two parallel classes among the second year students majoring English in a college in Gansu as study objects, employing Laufer ＆ Hulstin＇ s ＂workload theory＂ and Craik ＆ Lockhart＇ s ＂Depth of Processing Theory＂ with 50 object words being the main research tool, makes a contrastive analysis of the two groups＇ receptive vocabulary capability, productive vocabulary capability and memorial maintaining capability. It shows that intensified reading and narrow reading can both help improve English learners＇ vocabulary learning effect, and intensified reading can do better than the narrow reading in memorial maintaining capability.

作者张芳红

机构地区定西师范高等专科学校外语系

出处《天水师范学院学报》 2014年第3期110-113,共4页 Journal of Tianshui Normal University

关键词阅读强化窄式阅读接受性词汇产出性词汇 intensified reading narrow reading receptive vocabulary productive vocabulary

分类号 G652 [文化科学—教育学]

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