基于续论的二语词汇习得研究述评

Effects of Continuation Writing Tasks on Second Language Vocabulary Acquisition

基于续论的续写任务为外语教学提供了新思路,续写任务对二语词汇的促学效果也已经得到了大量实证研究的验证。本文对现有的基于续论的二语词汇习得研究进行了回顾与探讨,首先讨论了续写促学词汇的理论依据,然后分析现有研究在任务类型、研究范式及影响促学效果的因素等方面的特点。研究发现:(1)基于续论的二语词汇习得研究采用的续写任务类型较为单一,缺少多轮续写、交叉续写等形式的应用,尚未完全发挥出续写任务的促学潜力;(2)现有研究往往仅从词汇知识深度或质量的角度测量词汇知识,忽略了词汇流利度的作用;(3)现有研究主要考察了互动强度和外语水平等因素对续写任务促学效果的影响,对学习者认知与情感因素的关注不足。在此基础上,本文分析了基于续论的二语词汇习得研究的发展方向及趋势,以期为续论在外语教学中的应用研究提供一定的参考。

The xu-based continuation writing tasks provide new approaches to teaching foreign languages,and the facilitating effects of continuation writing tasks on the acquisition of foreign vocabulary have been thoroughly substantiated.This review presents a discussion of the theoretical background and the facilitation mechanism of the xu-argument,followed by a summary of the status quo of the research on the facilitating effects of continuation writing tasks,including the types of tasks that are used to promote vocabulary acquisition,the research paradigm adopted to collect the data,and the factors that are assumed to influence the facilitating effects.Specifically,research on the facilitating effects of continuation writing tasks on the acquisition of foreign vocabulary has involved(1) a limited number of task types,omitting tasks with greater alignment magnitude,such as multiturn continuation writing or cross-type continuation writing;(2) has frequently adopted a traditional paradigm with a sole focus on the depth or quality of vocabulary knowledge,overlooking the indispensable role of lexical fluency;and(3) has identified alignment magnitude and foreign-language proficiency as factors that influence the facilitating effects,with little attention having been paid to cognitive and emotional factors.The corresponding trends and prospects are also discussed in this review.