伴随性词汇习得研究发展三十年(1985—2014年)

Thirty Years of Development of Study on Incidental Vocabulary Acquisition: From 1985 to 2014

1985年,纳吉等人提出"伴随性词汇习得",该研究是在英语为母语的研究中提出的,随后发展到英语为二语的习得研究中。20世纪90年代国内研究发端于心理学界对汉语儿童母语习得的研究,紧接着发展到英语为外语的习得研究,2000年后逐渐发展到汉语为二语的习得研究。焦点主要集中在考察其影响因素、伴随性词汇习得与直接词习得的关系等方面,绝大部分研究都显示:阅读中的伴随性词汇学习是一种有效的学习方式。学习者的二语水平、词汇量大小、猜词能力、目标词语的出现次数、阅读任务、凭借工具等都影响伴随性词汇习得。这些研究对今后的对外汉语词汇习得研究和阅读教学研究都有重要意义。

in 1985, Nagy put forward the concept of incidental vocabulary acquisition in a research of English as the mother tongue. It quickly developed into the field of English as a second language. The domestic research in China in 1990s starts from psychologists＇ research on Chinese children＇s first lan- guage acquisition, then to the field of Chinese acquisition of English as a second language, and in 2000, to that of the acquisition of Chinese as a second language. The researches mainly focus on the influential factors as well as the relationship between incidental vocabulary acquisition and direct vocabulary acquisi- tion. Most of the researches reveal that incidental vocabulary acquisition through reading is quit effective. The level of second language, vocabulary, words-guessing ability, frequency of target words, reading tasks and reading tool can influence incidental vocabulary acquisition. The researches are quite significant for the further study on TCSL vocabulary acquisition and reading teaching.