续写任务中输入模式和语言水平对英语词汇习得影响研究

Effects of Input Mode and Language Proficiency on Vocabulary Acquisition in Continuation Task

本研究以英语专业大学二年级学生为受试对象,通过实验对比同一续写任务中不同输入模式对词汇习得的影响及同一输入模式下不同语言水平对词汇习得的影响。研究表明:听后续写不仅可以促进词汇习得,而且在促进词汇习得方面能够产生与读后续写相当甚至略好的效果;听后续写任务中不同语言水平学习者词汇习得效果存在显著差异,但读后续写词汇习得效果受语言水平的影响较小。该研究结果有助于二语教师在今后教学中通过听后续写任务充分发挥听力对词汇习得的重要作用,同时为今后的"续"论研究提供借鉴与启示。

This empirical study,with the second-year students of English majors as subjects,compares the effects of different input modes on L2 vocabulary learning and the effects of different language levels on vocabulary learning in the continuation task.Research results show that continuation after listening can not only promote vocabulary acquisition,but also produce comparable or even better results in promoting vocabulary acquisition.Results also indicate that language proficiency has a strong influence on L2 vocabulary learning in the task of continuation after listening,but has little influence on the continuation after reading.These results can help L2 teachers pay enough attention to the role of listening in vocabulary teaching and provide some enlightenment for future research on continuation task.