摘要
以"认知加工层次"和"投入量假设"为理论基础,通过实验对比的方法考察生词注释这种常规的听前词汇准备活动对英语学习者听力理解以及词汇习得产生的影响。研究结果表明:与听前无词汇准备活动相比,生词注释对听力理解的促进作用不明显,不仅如此,学生在听后进行的任务中对已注释的生词产出的效果也不理想。
The research investigates the effect of pre-listening vocabulary preparation on listening comprehension and vocabulary acquisition based on the Theory of Depths of Processing proposed by Craik and Lockhat and Involvement Load Hypothesis by Laufer and Hulstijn. The study indicates that, compared with no vocabulary preparation, direct vocabulary learning improves listening comprehension little but facilitates vocabulary acquisition greatly on sound, form, meaning and usage, yet the actual vocabulary acquisition is still unsatisfactory.
出处
《洛阳师范学院学报》
2015年第7期117-120,共4页
Journal of Luoyang Normal University
基金
浙江省教育厅高等学校访问学者专业发展项目(FX2014048)
关键词
听力理解
词汇准备活动
词汇习得
认知加工层次
投入量假设
vocabulary preparation
vocabulary acquisition
listening comprehension
depths of processing
involvement load hypothesis
