不同听后输出任务对二语词汇附带习得的作用——一项基于投入量假设的对比研究

Comparing the Effects of Different Post-Listening Output Tasks on Second Language Incidental Vocabulary Acquisition:Revisiting the Involvement Load Hypothesis

本文基于投入量假设,对比研究了填空、翻译、造句三种不同的听后输出任务在产出性词形、接受性词义以及产出性语法功能三个知识侧面对即时词汇习得和词汇保持的作用。90名英语专业的大二学生被分成三组,分别完成一项听力与听后输出任务。实验结果表明听后输出任务对产出性词汇知识的即时习得有积极作用,部分上与投入量假设相吻合;然而,词汇知识的延时记忆效果与投入量假设基本不符。因此,本研究对部分的投入量假设提出质疑,认为投入量并不是决定任务有效性的唯一因素,且投入量的理论建构应该更加审慎。

Based on the Involvement Load Hypothesis, the present study investigated the differential effects of three post-listening output tasks(gap-filling, translation, and sentence-making) on immediate acquisition and retention of such vocabulary dimensions as productive knowledge of orthography,receptive recall of meaning and form, and productive knowledge of grammatical functions. Ninety second-year English majors were divided into three groups to finish listening plus one of the postlistening tasks. The results showed that the post-listening output tasks had positive effects on immediate acquisition of productive vocabulary knowledge, partially in agreement with the Involvement Load Hypothesis. However, the effects on vocabulary knowledge retention were found to be largely inconsistent with the Involvement Load Hypothesis. The finding thus challenges this hypothesis in that involvement load is not the only determining factor and suggests that the theoretical construct of involvement load should be constructed with more caution.