网络超文本阅读对EFL学习者词汇附带习得的影响

Effects of hypertext reading on EFL learners' incidental vocabulary acquisition

采用问卷调查和词汇测试的方法,以某学院2015级两个平行班共计65名非英语专业学生为研究对象,探究网络超文本阅读过程中不同任务类型及猜词策略等对学习者词汇附带习得及保持作用的影响。阅读材料改编自The Economist中的一篇文章并上传为网络超文本,对14个目标词汇设置了网络链接。学生被随机分成两组,分别完成阅读理解和阅读后写作任务,并参加目标词即时和延时测试。结果显示:(1)网络超文本阅读能够促成非英语专业学生的词汇附带习得;(2)不同的阅读任务对于词汇附带习得影响存在差异,投入量高的输出型任务较之投入量低的输入型任务对学习者目标词汇附带习得的促进作用更为显著;(3)网络超文本阅读过程中被试采取了多种猜词策略,不同猜词策略产生的词汇附带习得效果存在显著性差异,此外频次效应也是影响词汇附带习得及保持的一个重要因素。

By means of questionnaire and tests, the present study investigates the effectiveness of different task types on incidental vo-cabulary acquisition during hypertext reading process. 65 Chinese EFL learners are involved in the present study. They are from twosame level of non - English major. All the subjects are given reading materials with different tasks, and immediate tests of incidental vo-cabulary acquisition were given to all the participants, and after three weeks, the subjects were tested again with the same content in adifferent order. At the same time, the author did questionnaire survey. At last, the experiment data were analyzed through SPSS Mi-crosoft and conclusions were drawn as follows ： 1 ） The online hypertext reading can promote incidental vocabulary acquisition; 2） Com-pared with input task, output task is more beneficial to whatever immediate or delayed incidental vocabulary acquisition. The latter hada significantly facilitative effect; 3 ）Various guessing strategies are adopted in hypertext reading and there is significant difference be-tween guessing strategy and scores in incidental vocabulary acquisition. Besides, frequency effect is another important factor of influen-cing incidental vocabulary acquisition. In the end, the researcher proposes some suggestions on how to facilitate the incidental vocabula-ry acquisition.