输出任务和注释对英语学习者词汇习得的影响研究

Effects of Output Task and Glossing on EFL Learners' Vocabulary Acquisition

本研究采用2×3被试间实验设计检验输出任务和注释对英语学习者即时词汇习得的影响。输出任务包括组句和填空,注释分为英汉双语、英语单语和汉语单语注释。研究发现,输出任务与注释方式独立作用于词汇习得。在接受性和产出性词汇知识上,填空任务好于组句任务;英汉注释好于英语和汉语单语注释。相对于英语单语注释,汉语单语注释只在接受性词汇知识上有优势。任务的影响可能归因于注意力的分配;注释方式的影响可能归因于注释的丰富性和英语学习者对语义的把握度。

A 2×3 between-subjects experimental design is employed to examine the effects of output task and glossing on EFL learners' immediate vocabulary acquisition. Output task had two levels( sentence combining and blank filling),and glossing three levels( English-Chinese,English-only and Chinese-only glossing). Output task and glossing were found to contribute to vocabulary acquisition separately. In both receptive and productive vocabulary knowledge,blank filling outperformed sentence combining; English-Chinese glossing outperformed both English-only and Chinese-only glossing. Chinese-only glossing was at an advantage over English-only glossing in receptive vocabulary knowledge only.The task effects may be due to the allocation of attention,and the glossing effects may be attributed to glossing richness and EFL learners' certainty about word meaning.