多维互动模式对二语词汇习得的影响

The Effect of Multi-Dimensional Interaction on L2Vocabulary Acquisition

本文基于协同理论,依托读后续写任务,考察学习者和任务、不同水平同伴、多媒体工具多维互动对协同量及二语词汇学习的影响。三个实验组(低-低水平组、高-低水平组、低-低水平加多媒体辅助组)被要求在读后续写任务中使用目标词并接受词汇测试,其中10名受试自愿接受访谈并汇报其词汇记忆策略。结果发现,学习者跟不同水平同伴互动时互动强度有差异;互动强度对作文产出中的词汇协同及短语协同有显著影响,对句子协同没有显著影响;同伴互动强度对学习者接受性、产出性词汇知识习得有显著影响,但多媒体多维互动对词汇学习作用有限;学习者主要通过高频接触、构建情景模型、创造性运用词汇策略来记忆单词。

Based on the alignment theory, this paper examines the effects of L2 learners＇ interactions with learning tasks, peers of different proficiency levels, and multi-media tools on alignment magnitude and L2 vocabulary learning. Three experimental groups were required to incorporate the target words in a continuation task and then take vocabulary posttests, and ten participants volunteered to take part in an interview about their vocabulary learning strategies. The results indicated that： （1） learners＇ interaction with peers of different proficiency levels induced differing levels of interactional intensity; （2） peer interactional intensity had significant effect on lexical and phrasal alignment, but not on sentential alignment; （3） peer interactional intensity had significant effect on learners＇ receptive and productive lexical knowledge, but the interaction with multi-media exerted very limited effect; and （4） learners mainly relied on high-frequency exposure to the target words, constructing situation models and applying target words creatively as their vocabulary learning strategies.