关于翻译任务对二语词汇习得作用的实验研究

An Experimental Study of the Effect of Translation Task on L2 Vocabulary Acquisition

"投入量假设"理论可用于解释英语学习者不同任务的阅读对词汇习得的不同效果。目前尚未有较多的实证性研究证明翻译练习对外语词汇习得的作用。探讨中国高校非英语专业学习者在英语习得过程中翻译练习与词汇习得的关系,有助于考查翻译对外语词汇习得的作用。在本实验中,120名高校非英语专业学习者被分为三组进行篇章阅读后完成三种不同任务的实验,任务结束后三组受试者接受即时和延时词汇测试。实验结果表明,翻译练习相对于阅读后做填空练习能促成更为理想的词汇习得效果,但和写作练习的差别不大;而在词汇产出性知识方面,翻译练习比写作练习略胜一筹。

The theory of Involvement Load Hypothesis can be applied to the correlation between different reading-based tasks and L2 vocabulary acquisition. Few empirical researches have been conducted so far on the value of translation activities toward L2 vocabulary acquisition. Based on the theory of Involvement Load Hypothesis,this thesis investigated the correlation between translation tasks and L2 vocabulary acquisition,with the aim of discovering the value of translation activities toward L2 vocabulary acquisition. 120 Chinese college English learners（ non-English majors） were divided into three groups and given different tasks after reading a same article. The results of the study proved the great advantage of translation exercise over reading comprehension plus gap-filling toward vocabulary acquisition and retention,although no significant difference was shown between the effect of translating and writing. The results also showed a slight advantage for the translation task over the writing task on retention of productive vocabulary knowledge.