不同投入量的任务对产出性词汇知识附带习得的作用被引量：55

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摘要 "投入量假设"(Laufer & Hulstijn,2001)认为,投入量越大的任务越能促进词汇附带习得。本研究旨在通过比较四项不同投入量的任务对产出性词汇知识附带习得的作用,来验证该假设的合理性。实验以133名大一学生为对象,分四组,阅读同一篇文章,然后分别完成阅读理解、选词填空、查词典选词填空和查词典写作。任务完成后,进行了针对目标词的即时和延时两次测试。研究结果表明,"投入量假设"不完全正确,以意义加工为目的的任务,即使投入量很高,也不能非常有效地促进产出性词汇知识的附带习得。

作者李燕

机构地区上海交通大学闵行校区

出处《外语教学理论与实践》 CSSCI 2008年第2期6-9,22,共5页 Foreign Language Learning Theory And Practice

关键词产出性词汇知识词汇附带习得投入量阅读理解大一学生目标词填空选词

分类号 H09 [语言文字—语言学]

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参考文献3

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