对“投入量假说”在二语教学实践中存在的几个问题的论证

Demonstration of Several Problems of the Input Hypothesis in Second Language Teaching Practice

Laufer&Hulstijn在2001年基于对"词汇附带习得"理论从心理认知角度进行解释而提出了"投入量假说"(Involvement Load Hypothesis)。该假说认为由于学习者对于学习任务引发的"投入量"不同,从而使得词汇习得量和效果也不同。该假说被广大研究者通过大量实证研究得以证实,并且广泛应用于课堂教学,取得了十分显著的教学成果。但是在二语教学实践中发现,似乎存在一些不甚完善的阐释和限定。

Laufer & Hulstijn put forward the Involvement Load Hypothesis in 2001 based on the explanation of the theory of incidental vocabulary acquisition from the perspective of psychological cognition. The hypothesis holds that the amount and effect of vocabulary acquisition are different due to the different "input" of learners to learning tasks. This hypothesis has been confirmed by a large number of empirical studies by researchers, and has been widely used in classroom teaching, and achieved remarkable teaching results. However, in the practice of second language teaching, it seems that there are some imperfect explanations and limitations.