投入量假设理论的局限与完善

Limitations and improvement of Involvement Load Hypothesis

投入量假设理论界定了认知投入的量化指标,为任务设计提供了衡量标准,但是学界对此存在不少分歧。本文认为分歧的原因在于该理论存在四个方面的局限性:1)其逻辑起点是从语义出发,忽视了词汇发展的过程;2)适用范围不够宽泛,不适用于除语义外其他知识的加工,不利于接受性词汇习得;3)实施的前提偏理想化,忽视了影响加工资源配置的内、外部因素;4)定义欠准确,分级简单化,指标权重赋值不科学。在对这四点不足分析的基础上,本文对完善该理论提出了建议。

The Involvement Load Hypothesis provides L2 teachers with a good foothold in vocabulary instruction as it supplies a measurable task-induced involvement, yet this hypothesis has gained only partial support.This paper reviews related empirical studies and points out the weaknesses of this theory:(1) it focuses solely on semantic properties of words, not other aspects of knowledge involved in knowing a word;(2) it is narrow in application scope, i. e., it only promotes semantic processing, helping improve the development of productive vocabulary knowledge, but not receptive one;(3) it ignores some external and internal factors affecting the distribution of processing resources beyond the task;(4) the set-up of the involvement load and index is so vague that it cannot make fine-grained differentiation between the relative load of each involvement component, nor of some tasks. Suggestions are finally put forward to solve these weaknesses to improve this theory.