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

听力输入与阅读输入中的英语附带词汇习得对比研究（英文）

This study examined the effects of either listening or reading input on 88 first-year non- English-ma）or Chinese university EFL students＇ incidental acquisition in vocabulary form, meaning and production. The students were put into a Listening Group （n = 47） and a Reading Group （n = 41）, each of which finished either two listening activities （each consisting of a dialogic text and an information transfer task） or two reading activities （each consisting of a reading text and five multiple-choice questions）. The four texts all contained five low- frequency target words which a revised Vocabulary Knowledge Test had shown to be only slightly known by the participants before the activities. The results of the post-tests showed that the Reading Group had general acquisition advantage over the Listening Group in terms of all the three vocabulary aspects, and due to the fact of rich target word contexts and repeated access to the texts, the Listening Group manifested vocabulary meaning acquisition nearly equal to the Reading Group. Overall, the study shows the notably advantageous effects of reading input on incidental vocabulary acquisition, and concerning facilitating vocabulary acquisition through listening, it points out the importance of increasing opportunities for learners to process listening input with rich contextual clues through task repetition.

本研究对比了听力与阅读两种不同输入条件下88名非英语专业的中国大学新生在英语词汇的词形、词义和应用方面的附带习得效果。实验中的所有听力或阅读文本均包含5个通过词汇知识前测显示学生基本陌生的低频词汇。在听力组(47人)和阅读组(41人)分别完成听力任务(对话收听+信息转移练习)或阅读任务(文章阅读+多项选择题)之后,实验后测显示阅读组在词形、词义和应用等三个词汇知识侧面的附带习得效果均优于听力组,但是听力组在重复收听和丰富语境线索的条件下,可以习得几乎与阅读组相同的词义知识。研究从整体上证实了在附带词汇习得方面,阅读输入相对听力输入存在显著优势;同时从促进听力中词汇习得的角度考虑,指出了借助重复和丰富语境为学生增加处理听力输入机会的重要性。