Based on the interactive theory of reading, this study mainly explored the etlects ot topic familiarity and second language proficiency on IVA （Incidental Vocabulary Acquisition） of second language through reading. ...Based on the interactive theory of reading, this study mainly explored the etlects ot topic familiarity and second language proficiency on IVA （Incidental Vocabulary Acquisition） of second language through reading. By using two different measures （translation production and selection）, this study found： （1） Vocabulary can be acquired incidentally in reading passages; （2） There are no significant interactive effects of topic familiarity and second language proficiency on vocabulary acquisition, but the two independent variables of topic familiarity and second language proficiency exerted their positively significant effect on incidental vocabulary acquisition, and （3） As for the two vocabulary measures, learners can acquire more words in translation selection than in translation production.展开更多
Lexicon is the foundation of any language learning. Ignorance of lexical learning will have a direct influence on the ability of learners＇ listening, speaking, reading and translation. In response to the current situ...Lexicon is the foundation of any language learning. Ignorance of lexical learning will have a direct influence on the ability of learners＇ listening, speaking, reading and translation. In response to the current situation of college English teaching ,this essay lays emphasis on the importance of lexical teaching in college English teaching and probes into several teaching theories and approaches to which college English teachers should attach importance in their lexical teaching.展开更多
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 retent...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.展开更多
There has been a consensus that vocabulary knowledge has become a major contributor to L2 learners'efficient communication and comprehension.Incidental vocabulary acquisition relates to lexical gains as a by-produ...There has been a consensus that vocabulary knowledge has become a major contributor to L2 learners'efficient communication and comprehension.Incidental vocabulary acquisition relates to lexical gains as a by-product resulting from accomplishing another activity which is not aimed at learning vocabulary.This article intends to provide a digest of research on incidental vocabulary acquisition over the past few decades by primarily focusing on related theoretical frameworks,possible explanatory variables mediating incidental vocabulary learning,and tasks targeted at enhancing incidental lexical growth.In line with analyses of findings yielded from an impressive number of illuminating studies conducted,this article calls for a diversification of efforts in relation to multi-word lexical items,multi-modal e-learning technologies,and insights from neuroscience that may warrant more scholarly attention.These possible areas would further enrich the current scope of L2 incidental vocabulary acquisition research.展开更多
In recent years, the research of incidental vocabulary learning takes the cognitive processing approach to explore lexical development and has become a hot issue in the field of second language vocabulary acquisition....In recent years, the research of incidental vocabulary learning takes the cognitive processing approach to explore lexical development and has become a hot issue in the field of second language vocabulary acquisition. In terms of its origin, the concept was greatly influenced by and develops from linguistics and cognitive psychology of the 1970s and 1980s. The present paper reviews and analyzes the recent results of the research on incidental vocabulary acquisition. Some implications for L2 vocabulary teaching are also discussed.展开更多
词汇学习是语言学习的基础。Hunt and Beglar(1998)将能促进词汇学习的方法分为三种:附带学习、直接学习和独立策略学习。三种方法中,词汇附带学习被认为是二语词汇习得的一个基本的部分。许多研究证明了注释对词汇附带学习和阅读理解...词汇学习是语言学习的基础。Hunt and Beglar(1998)将能促进词汇学习的方法分为三种:附带学习、直接学习和独立策略学习。三种方法中,词汇附带学习被认为是二语词汇习得的一个基本的部分。许多研究证明了注释对词汇附带学习和阅读理解的有效性。本文总结并分析了近年来有关注释对词汇附带习得和阅读理解的研究成果,并指出了其中的不足,提出了未来研究的方向。展开更多
This research investigated the effects of captions on Chinese EFL students' incidental vocabulary acquisition. The results are: 1) Captions contribute a lot to students' incidental vocabulary acquisition. In p...This research investigated the effects of captions on Chinese EFL students' incidental vocabulary acquisition. The results are: 1) Captions contribute a lot to students' incidental vocabulary acquisition. In particular, English captions more greatly enhanced students' mastery of word-spelling and listening word recognition. Chinese captions better improved students' mastery of word-meaning. 2) The effects of both L1 and L2 captions on vocabulary acquisition are conspicuous for students of both high and low L2 proficiency. But in terms of word meaning, students with low L2 proficiency benefit tremendously more from the L1 captions than from the L2 subtitles while the differences between the effects of L1 and L2 captions are not so great for the students of high L2 proficiency. The study suggested that captioned authentic video materials could be a good method to teach L2 vocabulary, but the teachers have to be careful in deciding when and how to use the captions.展开更多
This study explored the effects of three learning strategies—guessing from context, using e-dictionary, and combined guessing and e-dictionary method—on EFL students' incidental vocabulary acquisition. The study...This study explored the effects of three learning strategies—guessing from context, using e-dictionary, and combined guessing and e-dictionary method—on EFL students' incidental vocabulary acquisition. The study produced evidence that students in the e-dictionary treatment significantly outperformed students in the guessing treatment; the combined treatment group significantly produced higher scores than the guessing treatment group and the e-dictionary treatment group; high English proficiency students demonstrate more gains than those with low proficiency in word knowledge.展开更多
This study investigated the effects of the frequency at which English as a foreign language （EFL） students were exposed to words from the input modes of reading and listening. Accordingly, 15 words of three frequenc...This study investigated the effects of the frequency at which English as a foreign language （EFL） students were exposed to words from the input modes of reading and listening. Accordingly, 15 words of three frequency groups were selected. A total of 60 Chinese EFL students were recruited. The four test types of recall of form, recognition of form, recall of meaning, and recognition of meaning were administered to measure participants＇ ability in building a form-meaning link. Immediate posttests were administered for assessing vocabulary development, and delayed posttests were administered two weeks later for assessing retention. The results revealed that new words could be learned incidentally in both modes, but more word knowledge was gained in reading. The effect of word exposure frequency on incidental vocabulary gains was significant for the four test types in both of the two modes. Since only partial word knowledge was acquired by both modes, it appeared that for the two modes to be a valuable source for incidental vocabulary learning, not only word exposure frequency, but also elaborate woM processing is needed. Relevant implications for teaching and learning vocabulary are discussed.展开更多
文摘Based on the interactive theory of reading, this study mainly explored the etlects ot topic familiarity and second language proficiency on IVA （Incidental Vocabulary Acquisition） of second language through reading. By using two different measures （translation production and selection）, this study found： （1） Vocabulary can be acquired incidentally in reading passages; （2） There are no significant interactive effects of topic familiarity and second language proficiency on vocabulary acquisition, but the two independent variables of topic familiarity and second language proficiency exerted their positively significant effect on incidental vocabulary acquisition, and （3） As for the two vocabulary measures, learners can acquire more words in translation selection than in translation production.
文摘Lexicon is the foundation of any language learning. Ignorance of lexical learning will have a direct influence on the ability of learners＇ listening, speaking, reading and translation. In response to the current situation of college English teaching ,this essay lays emphasis on the importance of lexical teaching in college English teaching and probes into several teaching theories and approaches to which college English teachers should attach importance in their lexical teaching.
文摘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.
基金This study is supported by the Fundamental Research Funds for the Central Universities(G2019KY05202)Teaching Reform Project of NWPU2018(W015303).
文摘There has been a consensus that vocabulary knowledge has become a major contributor to L2 learners'efficient communication and comprehension.Incidental vocabulary acquisition relates to lexical gains as a by-product resulting from accomplishing another activity which is not aimed at learning vocabulary.This article intends to provide a digest of research on incidental vocabulary acquisition over the past few decades by primarily focusing on related theoretical frameworks,possible explanatory variables mediating incidental vocabulary learning,and tasks targeted at enhancing incidental lexical growth.In line with analyses of findings yielded from an impressive number of illuminating studies conducted,this article calls for a diversification of efforts in relation to multi-word lexical items,multi-modal e-learning technologies,and insights from neuroscience that may warrant more scholarly attention.These possible areas would further enrich the current scope of L2 incidental vocabulary acquisition research.
文摘In recent years, the research of incidental vocabulary learning takes the cognitive processing approach to explore lexical development and has become a hot issue in the field of second language vocabulary acquisition. In terms of its origin, the concept was greatly influenced by and develops from linguistics and cognitive psychology of the 1970s and 1980s. The present paper reviews and analyzes the recent results of the research on incidental vocabulary acquisition. Some implications for L2 vocabulary teaching are also discussed.
文摘词汇学习是语言学习的基础。Hunt and Beglar(1998)将能促进词汇学习的方法分为三种:附带学习、直接学习和独立策略学习。三种方法中,词汇附带学习被认为是二语词汇习得的一个基本的部分。许多研究证明了注释对词汇附带学习和阅读理解的有效性。本文总结并分析了近年来有关注释对词汇附带习得和阅读理解的研究成果,并指出了其中的不足,提出了未来研究的方向。
文摘This research investigated the effects of captions on Chinese EFL students' incidental vocabulary acquisition. The results are: 1) Captions contribute a lot to students' incidental vocabulary acquisition. In particular, English captions more greatly enhanced students' mastery of word-spelling and listening word recognition. Chinese captions better improved students' mastery of word-meaning. 2) The effects of both L1 and L2 captions on vocabulary acquisition are conspicuous for students of both high and low L2 proficiency. But in terms of word meaning, students with low L2 proficiency benefit tremendously more from the L1 captions than from the L2 subtitles while the differences between the effects of L1 and L2 captions are not so great for the students of high L2 proficiency. The study suggested that captioned authentic video materials could be a good method to teach L2 vocabulary, but the teachers have to be careful in deciding when and how to use the captions.
文摘This study explored the effects of three learning strategies—guessing from context, using e-dictionary, and combined guessing and e-dictionary method—on EFL students' incidental vocabulary acquisition. The study produced evidence that students in the e-dictionary treatment significantly outperformed students in the guessing treatment; the combined treatment group significantly produced higher scores than the guessing treatment group and the e-dictionary treatment group; high English proficiency students demonstrate more gains than those with low proficiency in word knowledge.
基金supported by the Fund Program of Education Sciences Planning in Hainan Province[Grant number:QJY13516003]
文摘This study investigated the effects of the frequency at which English as a foreign language （EFL） students were exposed to words from the input modes of reading and listening. Accordingly, 15 words of three frequency groups were selected. A total of 60 Chinese EFL students were recruited. The four test types of recall of form, recognition of form, recall of meaning, and recognition of meaning were administered to measure participants＇ ability in building a form-meaning link. Immediate posttests were administered for assessing vocabulary development, and delayed posttests were administered two weeks later for assessing retention. The results revealed that new words could be learned incidentally in both modes, but more word knowledge was gained in reading. The effect of word exposure frequency on incidental vocabulary gains was significant for the four test types in both of the two modes. Since only partial word knowledge was acquired by both modes, it appeared that for the two modes to be a valuable source for incidental vocabulary learning, not only word exposure frequency, but also elaborate woM processing is needed. Relevant implications for teaching and learning vocabulary are discussed.
