本文通过一项教学实验考察两种不同的形式教学法,即:意义优先、聚焦形式教学法(Focus on Form,简称FonF)和全形式教学法(Focus on Forms,简称FonFs)对汉语二语词汇学习的影响。意义优先、聚焦形式教学法在完成阅读理解任务的过程中学习...本文通过一项教学实验考察两种不同的形式教学法,即:意义优先、聚焦形式教学法(Focus on Form,简称FonF)和全形式教学法(Focus on Forms,简称FonFs)对汉语二语词汇学习的影响。意义优先、聚焦形式教学法在完成阅读理解任务的过程中学习生词,而全形式教学法则采用传统的词汇表方式学习生词。实验从五个维度测量了两种教学法对汉语二语词汇学习的影响,结果发现:整体而言,全形式教学法对汉语二语学习者的词汇学习效果更显著;尤其是在词汇搭配、词义联想方面,全形式教学法显著优于意义优先、聚焦形式教学法。展开更多
This study investigates the effects of exposure frequency and contextual richness in reading on the acquisition of different aspects of vocabulary knowledge. An intact class of 35 second- year English majors read an a...This study investigates the effects of exposure frequency and contextual richness in reading on the acquisition of different aspects of vocabulary knowledge. An intact class of 35 second- year English majors read an adapted story, with the target pseudo words highlighted, and then took ten carefully sequenced vocabulary tests. The test scores were subjected to multiple regression analyses. Follow-up semi-structured interviews were also conducted. The findings show that （a） frequency and contextual richness were closely related to vocabulary knowledge of spelling, grammar and syntax, with frequency playing a more influential role than contextual richness; （b） contextual richness contributed exclusively to gains in meaning and paradigmatic association, while frequency did not exert much influence in this regard; （c） knowledge of spelling and grammar was probably implicitly acquired, whereas word meaning gains required both explicit attention and conscious processing.展开更多
Founded on the componential model of reading, Nation＇s construct of vocabulary breadth test and structuralists＇ view of syntactic knowledge, this paper attempts to investigate the relative significance of vocabulary...Founded on the componential model of reading, Nation＇s construct of vocabulary breadth test and structuralists＇ view of syntactic knowledge, this paper attempts to investigate the relative significance of vocabulary breadth and syntactic knowledge in the prediction of Chinese EFL learners＇ reading comprehension test performance and whether the relative significance is moderated by the learners＇ different L2 proficiency. An experiment including three tests was carried out with 68 sophomores in Anhui Medical University. The findings show that： 1） there is a positive linear correlation between the learners＇ performance on a reading comprehension test and their vocabulary breadth and syntactic knowledge, with the multiple r being 0.551; 2） syntactic knowledge outperforms vocabulary breadth in predictive power and emerges as the stronger predictor of reading comprehension test performance; and the relative significance of syntactic knowledge over vocabulary breadth in the prediction of reading comprehension does not change with the EFL learners＇ L2 proficiency. The findings of this study provide implications for both reading instruction and remediation of learners＇ reading problems.展开更多
文摘本文通过一项教学实验考察两种不同的形式教学法,即:意义优先、聚焦形式教学法(Focus on Form,简称FonF)和全形式教学法(Focus on Forms,简称FonFs)对汉语二语词汇学习的影响。意义优先、聚焦形式教学法在完成阅读理解任务的过程中学习生词,而全形式教学法则采用传统的词汇表方式学习生词。实验从五个维度测量了两种教学法对汉语二语词汇学习的影响,结果发现:整体而言,全形式教学法对汉语二语学习者的词汇学习效果更显著;尤其是在词汇搭配、词义联想方面,全形式教学法显著优于意义优先、聚焦形式教学法。
文摘This study investigates the effects of exposure frequency and contextual richness in reading on the acquisition of different aspects of vocabulary knowledge. An intact class of 35 second- year English majors read an adapted story, with the target pseudo words highlighted, and then took ten carefully sequenced vocabulary tests. The test scores were subjected to multiple regression analyses. Follow-up semi-structured interviews were also conducted. The findings show that （a） frequency and contextual richness were closely related to vocabulary knowledge of spelling, grammar and syntax, with frequency playing a more influential role than contextual richness; （b） contextual richness contributed exclusively to gains in meaning and paradigmatic association, while frequency did not exert much influence in this regard; （c） knowledge of spelling and grammar was probably implicitly acquired, whereas word meaning gains required both explicit attention and conscious processing.
文摘Founded on the componential model of reading, Nation＇s construct of vocabulary breadth test and structuralists＇ view of syntactic knowledge, this paper attempts to investigate the relative significance of vocabulary breadth and syntactic knowledge in the prediction of Chinese EFL learners＇ reading comprehension test performance and whether the relative significance is moderated by the learners＇ different L2 proficiency. An experiment including three tests was carried out with 68 sophomores in Anhui Medical University. The findings show that： 1） there is a positive linear correlation between the learners＇ performance on a reading comprehension test and their vocabulary breadth and syntactic knowledge, with the multiple r being 0.551; 2） syntactic knowledge outperforms vocabulary breadth in predictive power and emerges as the stronger predictor of reading comprehension test performance; and the relative significance of syntactic knowledge over vocabulary breadth in the prediction of reading comprehension does not change with the EFL learners＇ L2 proficiency. The findings of this study provide implications for both reading instruction and remediation of learners＇ reading problems.
