任务类型对输出启动下二语词汇附带习得的影响

The effect of task type on output-triggered incidental L2 lexical acquisition

本研究调查输出任务类型对相关输入中二语词汇注意及附带习得的作用。259名非英语专业学生被分为四组,阅读同一篇文章后,分别完成输入任务和写作、重构及复述强化等输出任务。之后,他们再次阅读输入文,并接受两次词汇后测。结果发现:1)所有的输出任务都能有效提升学习者对目标词的注意,进而促进其接受性词汇习得,且任务的聚焦度越高,效果则越好;2)只有聚焦型输出任务能够促进产出性词汇习得;3)时间对任务效应有调节作用。本研究揭示了输出注意功能的一些制约因素及其相互作用。

This study examines the effect of output task type on the noticing and subsequent acquisition of unknown L2 words. The results show that(1) all of the three output tasks facilitated vocabulary noticing and the acquisition of receptive word knowledge, with the more focused output tasks being more effective;(2) only the focused output tasks were conducive to the acquisition of productive word knowledge; and(3)time mediated the task effects on lexical gains. The results reveal some constraints of the noticing function of output in incidental L2 lexical acquisition.