输入频次对二语搭配附带习得的影响

Effects of Input Frequency on EFL Learners′Incidental Acquisition of Collocations

频次在语言习得中起着至关重要的作用,对二语搭配习得尤为重要。为了考察输入频次对分级阅读读物中二语搭配附带习得的影响,以150名高一学生为研究对象,并将其分为三组,分别阅读包含目标搭配的出现频次为1次、3次、6次的英语分级读物。被试者读完文章后,进行四项词汇测试,以了解其目标搭配的接受性知识和产出性知识的掌握情况。同时,基于配对样本T检验和重复测量方差的分析,比较不同输入频次对二语搭配接受性和产出性知识的习得效果。研究发现,阅读修订的分级读物有助于搭配知识的附带习得;目标搭配重现3次便可促成可观的接受性知识的附带习得,但目标搭配重现次数并不能影响产出性知识的习得效果。

It is acknowledged that frequency effects have played a key role in language acquisition process,especially in second language collocation learning.The present study aims to investigate the effects of input frequency on the incidental acquisition of English collocations by second language learners.One hundred and fifty tenth graders in a Senior High School participated in the study,who were divided into three groups.Each group read one of three versions of a modified graded reader that included different numbers of encounters(1,3,and 6)with a set of 10 target collocations.A vocabulary test that consisted of four subsections measuring receptive and productive knowledge of the form of the target collocations and receptive and productive knowledge of the form and meaning of these collocations was administered after the treatments.The paired-samples t-test and repeated measures ANOVA were used to explore the effectiveness of incidental learning of collocations in situations of different input frequency.Data analysis has yielded the following results:collocations can be learned incidentally through reading the modified graded reader and encountering collocations three times within a graded reader brings about sizable learning gains in receptive knowledge while no frequency effect is found on productive knowledge.