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阅读任务对高职学生二语词汇附带习得的影响研究 被引量：1

The Effects of Reading Tasks on Higher Vocational College Students' L2 Incidental Vocabulary Acquisition
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摘要 通过实证研究的方法,比较了三项不同的阅读任务对中国高职学生二语词汇附带习得的影响,并对Laufer与Hulstijn(2001)提出的"投入量假设"进行了检验。试验结果表明,三个阅读任务对二语词汇习得和保持都有积极作用,投入量大的学习任务词汇附带习得效果较好。该研究部分支持了投入量假设,并证实了学习者外语水平高低对词汇附带习得的影响。 The present study explores the effects of three different reading tasks with different involvement loads on incidental vocabulary acquisition for Chinese vocational college students and aims to test the Involvement Load Hypothesis proposed by Laufer ＆ Hulstijn （2001）. The result indicates that all three tasks produce immediate and delayed word gains and tasks with higher involvement load are effective for promoting vocabulary acquisition. The Hypothesis is partially proved. Also, the effects of task type modified by learner＇s Eng- lish proficiency level are investigated. Finally, some pedagogical suggestions were made for L2 vocabulary teaching.
作者 周波
机构地区 南京工业职业技术学院文理学院
出处 《南京工业职业技术学院学报》 2014年第3期42-45,共4页 Journal of Nanjing Institute of Industry Technology
基金 南京工业职业技术学院2012年度科研基金项目(编号:YK12-38-07)
关键词 词汇 阅读 投入量 附带习得 英语水平 vocabulary reading involvement load incidental acquisition English proficiency
分类号 H319 [语言文字—英语]
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参考文献8

  • 1Craik F I M, Lockhart R S. Levels of processing:a framework for memory research [ J ]. Journal of Verbal Learning and Verbal Behavior, 1972,11:671 - 684.
  • 2Laufer B, Hulstijn J. Incidental vocabulary acquisition in a second language:The construct of task-induced involvement [ J ]. Applied Linguistics,2001,22 : 1 - 26.
  • 3Kim Y. The role of task-induced involvement and learner proficiency in I2 vocabulary acquisition [ J ]. Language Learning 2008,58 : 285 - 326.
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  • 5黄燕.检验“投入量假设”的实证研究——阅读任务对中国学生词汇记忆的影响[J].现代外语,2004,27(4):386-394. 被引量：161
  • 6周浩.基于投入量假设的一项实证性研究[J].外语教学理论与实践,2008(1):19-25. 被引量：39
  • 7Nation I S P. Teaching and Learning Vocabulary [ M ]. Row- ley, MA : Newbury House, 1990.
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二级参考文献18

  • 1Craik, F I M & R S Lockhart. 1972. Levels of processing: A framework for memory research [J]. Journal of Verbal Learning and Verbal Behavior 11 : 671-684.
  • 2Hulstijn, J H. 1993. When do foreign-language readers look up the meaning of unfamiliar words? The influence of task and learner variables [J]. The Modern Language Journal 77: 139-147.
  • 3Hulstijn, J H & B Laufer. 2001. Some empirical evidences for the involvement load hypothesis in vocabulary acquisition [J]. Language Learning 51(3): 539-558.
  • 4Laufer, B. 1997. What's in a word that makes it hard or easy: Some intralexical factors that affect the learning of words [A]. In N Schmitt & M McCarthy (eds.). Vocabulary: Descriptive, Acquisition, and Pedagogy EC]. Cambridge, UK: Cambridge University Press.
  • 5Laufer, B & J H Hulstijn. 2001. Incidental vocabulary acquisition in a second language [J]. Applied Linguistics 22 ( 1 ) : 1-26.
  • 6Paribakht, T S & M Wesche. 1997, Vocabulary enhancement activities and reading for meaning in second language development [A]. In J Coady & T Huckin (eds.). Second Language Vocabulary Acquisition: A Rational for Pedagogy [ C ]. Cambridge, UK: Cambridge University Press.
  • 7Paribakht, T S & M Wesche. 1999. Reading and "incidental" L2 vocabulary acquisition [J]. Studies in Second Language Acquisition 21: 195-224.
  • 8Schmitt, N. 1998. Tracking the incremental acquisition of second language vocabulary: A longitudinal study [J]. Language Learning 48 (2) : 281-317.
  • 9Slamecka, N J & P Graf. 1978. The generation effect when generation fails [J]. Journal of Experimental Psychology: Human Learning and Memory 4: 592-604.
  • 10Spada, N & P Lightbown. 1993. Instruction and the development of questions in the L2 classroom [J]. Studies in Second Language Acquisition 15: 205-221.

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南京工业职业技术学院学报
2014年 第3期

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