听力与阅读输入模态下二语附带词汇习得效果对比研究

Comparing the Effects of Listening Input and Reading Input on ESL Learners' Incidental Vocabulary Acquisition

本文在概述听力与阅读两种不同输入条件下二语/外语附带词汇习得研究的基础上,进行了听觉和视觉输入模态下的附带词汇习得对比实验研究,以前测—后测的方法从应用、词形和词义等不同侧面检验了受试的目标词词汇知识,对比了受试在完成听力和阅读任务的同时附带习得二语词汇的效果。实验结果表明虽然视觉输入下的词汇附带习得总体效果高于听觉输入,但在重复收听和丰富上下文线索的条件下,听觉组可以习得几乎与视觉组相同的二语词义知识。文章最后阐述了研究发现给二语/外语教学带来的启示。

This study examined the effects of listening or reading input on ESL/EFL incidental acquisition.With a pre-posttest design,the participants＇ gains in vocabulary dimensions of form,meaning and production were compared after their completion of listening or reading tasks.The results showed that reading had general acquisition advantage over listening in terms of all the three vocabulary dimensions,and due to the fact of rich target word contexts and repeated access to the texts,listening input led to nearly equal meaning acquisition to reading.Finally,pedagogical implications in ESL/EFL teaching were made.