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本文以90名非英语专业大学生为受试,通过口语任务-阅读复述比较研究单项注释,双语注释,及双语多项选择注释对于词汇附带习得的影响。研究结果表明:在即时测试中三种注释对于词汇习得的影响差异显著,其中多项选择注释效果最好,双语注释次之,单项注释最不明显。延时测试的结果与即时测试结果相似,但双语注释组与单项注释组没有显著差异。 相似文献
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《潍坊教育学院学报》2016,(4):99-103
语言输出能够促进词汇习得,但关于何种输出更能有效促进习得的对比研究甚少。本文以非英语专业三个自然班122名大二学生为研究对象,运用"投入量假设"理论,考查口头复述和书面翻译任务对非英语专业学生英语词汇附带习得的作用及影响。对受试进行的即时和延时词汇测试结果表明:不同的阅读任务均能不同程度地促进受试英语词汇的附带习得。书面翻译任务最能有效促进受试接受性和产出性词汇知识的习得,口头复述任务次之。然而伴随时间的推移,各任务组受试在词汇的长时记忆方面均有不同幅度下降。 相似文献
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《语文学刊:高等教育版》2016,(12)
通过实证研究比较了四种任务对词汇附带习得的影响,对"投入量假设"进行了验证。阅读文章后,四组受试分别完成阅读理解、填空、翻译、写文章概要任务。研究结果发现在即时测试中,投入量较高的三项任务都比阅读理解任务更好地促进词汇习得,但在即时测试和延时测试中投入量最高的任务没有产生最好的词汇习得效果,投入量相同的翻译和写文章概要任务产生了相似的词汇习得效果。本研究部分支持了"投入量假设"。 相似文献
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《语文学刊:高等教育版》2016,(2)
通过对听力任务后采用听写目标词和复述目标词这两种不同的输出方式对附带词汇习得的效果进行了实证研究,从注意的角度对实验结果进行分析。结果表明,不同的输出方式和注意的质量和程度对附带词汇习得有显著的影响。听写目标词和复述目标词这两种输出方法都能引起学生的注意,但复述目标词比听写目标词能更有效地引起学生的注意,从而更有效地习得词汇,并更好地保持对目标词的长时记忆。因此,在听力教学中,教师要重视输出方式和提高注意质量,以便学生更有效地附带习得词汇。 相似文献
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近年来,国内有研究者针对阅读中的词汇附带习得现象,从学习者的二语综合水平、阅读任务、认知过程、输出任务和目标词的输出频率几个方面,进行了各种大胆的实验设计和实证研究。以往的研究证明"投入量"的制定必须考虑时间及学习者外语水平因素对词汇习得的影响,二语综合水平和词汇知识水平与二语阅读过程中词汇附带习得呈正相关,"投入量"假设在网络阅读环境中具有可行性,专注于意义的自然阅读有助于词汇附带习得,输出任务对促进词汇习得有显著作用,阅读词汇附带习得是频率累计习得的过程。这些研究结果给二语词汇学习及教学提供了有益的启示。 相似文献
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戴俊红 《教学研究(河北)》2014,(3):22-25
通过阅读实验和词汇测试,分析阅读材料中不同注释方式及学习者的二语水平对词汇附带习得的影响。研究结果显示,二语水平越高的学习者词汇附带习得的效果越好;目标词汇的多项选择注释比单项定义注释更能促进词汇的附带习得。 相似文献
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王强 《黎明职业大学学报》2009,(1)
探讨基于网络语料库的语料阅读对中等及中等水平以上英语学习者词汇习得的作用.研究方法是通过教学实验与问卷调查比较语义加工与精细复述这两种不同信息加工方式对实验组与对照组被试者词汇习得的作用.实验结果显示:对于中等及以上外语水平的学习者而言,学习者可以分配一定的心理资源"聚焦于语言形式"从而促进了语言形式加工.基于语料库语料阅读的精细复述显著促进被试者在词汇习得过程中对单词拼写的记忆效果. 相似文献
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《校园英语(教研版)》2016,(11):46-47
本文以Laufer和Hulstijin提出的投入量假设为理论基础,探讨不同的阅读任务投入量对英语专业学生词汇附带习得产生的影响。本研究采用实验设计,对三个实验组实施不同的阅读任务,并对阅读任务进行量化,分析投入量不同的阅读任务对词汇附带习得的即时作用和延时作用是否具有显著差异。在此研究的基础上,以期对国内二语词汇的教学有一定的启示作用。 相似文献
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徐弢 《遵义师范学院学报》2008,10(3)
本文通过实证研究比较了三组来自贵州高校英语专业的学生分别完成三项涉及目标词的阅读任务后目标词的即时记忆和延时记忆,并结合词汇测试成绩与受试阅读策略问卷调查结果,就阅读中的认知策略和元认知策略对词汇附带习得的作用进行了进一步的探讨。实验结果表明：“投入量”有一定的合理性,但并不能完全体现学习者在词汇附带学习过程中的投入程度;词汇附带习得还受到阅读中学习者的认知策略和元认知策略的影响。 相似文献
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This study employed eye-tracking technology to probe the online reading behavior of 52 advanced L2 English learners. These participants read an e-book containing six types of multimedia supports for either vocabulary acquisition or comprehension. The six supports consisted of three micro-level supports that provided information about specific words (glosses, vocabulary focus, and footnotes), and three macro-level supports that provided global or background information (illustrations, infographics, and photos). The participants read the ebook under two presentation modes: (1) simultaneous mode: where digital input and supports were presented at the same time; and (2) sequential mode: where the digital content and supports were incrementally presented. Analyses showed that when reading for vocabulary acquisition, vocabulary focus and glosses were significantly fixated on, and when reading for comprehension, illustrations were more intensely fixated on. Additionally, when the digital content was incrementally presented, vocabulary focus received significantly higher total fixation duration. This suggests that reading under the sequential mode has the potency to guide L2 learners’ focal attention toward micro-level supports. In contrast, under the simultaneous presentation mode, L2 learners seemed to divide their focal attention among both micro-level and macro-level supports. Pedagogical implications are discussed based on the findings of this study. 相似文献
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背诵法和附带习得法是二语习得中常用的两种不同方法。通过调查中国非英语专业学生在阅读语境中的词汇习得现象,发现在附带习得的基础上增加背诵学习对学习者不同知识层面(从认知到运用)的词汇习得能力的提高有很大帮助。背诵是对附带习得的有效补充。综合学习法更适合英语词汇量小的学习者。 相似文献
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Output Hypothesis was proposed by Swain in 1985,her Output Hypothesis is regarded as the most important and influential one.However,few studies research and analyze the effect of output on vocabulary acquisition.The findings of this study suggest the importance of output in vocabulary acquisition.Furthermore,in the interactive mode output can help learners acquire vocabulary. 相似文献
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Philippe C. Duchastel 《Contemporary educational psychology》1981,6(3):217-226
Taking a test on a passage one has just studied is known to enhance later retention of the passing contents. This study examined the effects of three types of initial test on later retention: a short-answer test, a multiple-choice test, and a full free-recall test. Questions on the first two of these tests covered only half of the passage contents. Later retention was compared for both initially tested content and un-tested content with that of a control group not initially tested on the passage at all. The subjects were 57 secondary school students who studied a brief history text before taking one of the initial tests. All were given retention tests 2 weeks later. The classical testing effect (enhanced retention due to initial testing) was shown to be influenced by the type of initial test used. Thus, a testing effect was evident in the case of the initial short-answer test, but not in the case of either of the other two tests. A depth-of-processing view is advanced in interpreting this finding. The testing effect was found not to generalize to untested content and in one condition (the initial multiple-choice test), retention of untested content was depressed. 相似文献
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在词汇习得的理论中,Laufer和Hulstijn（2001）在认知加工层次理论基础之上,提出了基于任务的“投入量假说”,以其易于操作、衡量的特点而受到关注。本研究选取山东外贸职业学院英语水平相当的非英语专业105名一年级学生分别在听力课堂上完成了投入量相同但类型不同的两项任务。试验结果基本上验证了投入量假说中关于任务类型的结论：投入量指数一样但是指数分布不同的输出型任务和输入型任务在附带词汇习得和保持方面的效果是一样的。 相似文献
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What Are They Thinking? Automated Analysis of Student Writing about Acid–Base Chemistry in Introductory Biology 总被引：1，自引：0，他引：1
KC Haudek LB Prevost RA Moscarella J Merrill M Urban-Lurain 《CBE life sciences education》2012,11(3):283-293
Students' writing can provide better insight into their thinking than can multiple-choice questions. However, resource constraints often prevent faculty from using writing assessments in large undergraduate science courses. We investigated the use of computer software to analyze student writing and to uncover student ideas about chemistry in an introductory biology course. Students were asked to predict acid-base behavior of biological functional groups and to explain their answers. Student explanations were rated by two independent raters. Responses were also analyzed using SPSS Text Analysis for Surveys and a custom library of science-related terms and lexical categories relevant to the assessment item. These analyses revealed conceptual connections made by students, student difficulties explaining these topics, and the heterogeneity of student ideas. We validated the lexical analysis by correlating student interviews with the lexical analysis. We used discriminant analysis to create classification functions that identified seven key lexical categories that predict expert scoring (interrater reliability with experts = 0.899). This study suggests that computerized lexical analysis may be useful for automatically categorizing large numbers of student open-ended responses. Lexical analysis provides instructors unique insights into student thinking and a whole-class perspective that are difficult to obtain from multiple-choice questions or reading individual responses. 相似文献
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探析词块习得的语境效应与教学策略 总被引：1，自引：0，他引：1
刘丹凤 《淮南职业技术学院学报》2009,9(2):58-60
词汇习得贯穿外语学习的始终,词汇习得等相关研究成为外语教学及科研中的热点问题,首先借鉴克拉申的可理解性输入假设理论,然后分析英语词汇的词块特征,指出语境效应在词块习得中的重要作用,并且深入探讨词汇教学中强化语境知识及借助语境特征辨认词块的教学策略。 相似文献
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Calling Iranian learners of L2 English: effect of gloss type on lexical retention and reading performance under different learning conditions 
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下载免费PDF全文 This study sought to compare how three different gloss types (text–picture, text–audio and text–picture–audio) affected English as a foreign language (EFL) learners' reading comprehension and vocabulary acquisition. The study also compared how results on comprehension and vocabulary acquisition differed across three learning conditions (i.e., incidental, intentional and explicit instruction). A between‐groups design was employed with four groups (N = 135) of Iranian university learners of L2 English. The participants (with upper‐intermediate proficiency level) read English texts. Written recall and multiple‐choice questions were used to measure reading comprehension; vocabulary knowledge scale (VKS) and contextualized vocabulary knowledge test (CVKT) were used to assess vocabulary acquisition. Results of statistical analyses revealed that while the text–picture–audio gloss type consistently resulted in better vocabulary learning and reading comprehension, the learning conditions varied in terms of their immediate and delayed effect on vocabulary and reading scores. This study suggests that learner performances across gloss types are condition specific and provides both pedagogical and theoretical implications. What is already known about this topic
- Electronic glosses foster reading comprehension and vocabulary acquisition.
- There are different positions about the effectiveness of form focused instruction in grammar, with the focus on forms approach having a higher acceptable rate in SLA. But, this issue has been rarely researched in vocabulary acquisition.
- This study supports the complementary nature of dual annotations in vocabulary learning and reading comprehension.
- This study extends the issue of form focused instruction to vocabulary learning by comparing the incidental, intentional and incidental–intentional learning orientations.
- This study evaluates the interaction between the multiple gloss types and the learning orientations.
- This study provides both pedagogical and theoretical implications.
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词汇习得一直是英语教学领域探讨的话题。人们对语言输出的作用也一直存在争议。输出是习得的结果还是习得的原因？在Swain提出的＂输出假设＂的理论指导下,通过实证研究的方式本文探讨了口语输出对词汇习得的影响。实验结论如下：（1）口语输出任务比输入任务更能促进词汇习得。（2）教师反馈的口语输出任务组在短时间内的产出性词汇能力比输入任务组和口语输出任务组都要强,但是在延时后测时并不是表现最强的。（3）三个组的接受性词汇能力都要强于产出性词汇能力。（4）注意和语言使用是语言学习的重要因素。该实验为Swain的输出假设提供了实证支持,并对英语词汇教学以及教师反馈有着积极的作用。在教学中,教师应该增加学生的口语输出和提高教师反馈效果。 相似文献
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Omer Ari 《Community College Journal of Research & Practice》2016,40(8):718-723
This paper presents a brief review of the previous research on word recognition skills of college-age adults. Unlike the general understanding in the reading field of diminished effects for word reading skills at the higher grades, findings show word reading processes continue to determine reading comprehension success in college-age adults. Instructional implications, based on the review of literacy interventions, are presented in favor of fluency-based activities designed to encourage careful processing of texts with familiar topics and language in the service of building strongly-amalgamated lexical representations. 相似文献