摘要
本文以投入量假设为基础,探究不同投入量的听力任务如何影响词块附带习得的效果。研究结果部分验证了投入量假设,对二语词汇习得和教学有指导意义。
On the basis of involvement load hypothesis, this paper explores how listening tasks with different involvement load influence the effect of lexical chunks＇ incidental acquisition. The results partially validate involvement load hypothesis, which is instructive for lexical teaching and learning.
出处
《黑龙江科学》
2017年第3期52-53,共2页
Heilongjiang Science
关键词
投入量假设
附带习得
词块
Involvement load hypothesis
Incidental acquisition
Lexical chunks
