少数民族地区学生词汇附带习得研究

Research on Students' Incidental Vocabulary Acquisition in Minority Areas

词汇附带习得自提出以来吸引着众多学者的关注,然而由于地区的差异性导致其习得效果有所不同。通过实验测试"投入量"及"学习策略"对少数民族地区英语专业学生词汇附带习得的效应,发现受试在接受不同投入量的任务后词汇附带习得效果差异显著;加入"学习策略"这个自变量后,不同策略的使用对词汇及、延时测试结果有一定影响,但两者间无主效应关系。

Studies of incidental vocabulary acquisition （IVA） in second language acquisition have received persistent attention these years. However, the regional difference can lead to different acquisition effect. This paper, through testing the effect of students＇ IVA in minority areas by adding two independent variables ＂involvement load＂ and ＂learning strategy ＂, finds that tasks of different involvement load received by the subjects have an obvious effect on students＇ IVA and different learning strategies have a certain effect in both immediate exposure test and delayed exposure test when simultaneously adding two independent variables whereas they have no relations of primary effect.