基于“投入量假说”的词汇附带习得实证研究  

The Experimental Study of Incidental Vocabulary Learning Based on the Involvement Load Hypothesis

作　　者：刘静[1] 王一君[1] 

机构地区：[1]兰州交通大学外国语学院,甘肃兰州730070

出　　处：《安徽工业大学学报（社会科学版）》2010年第3期81-83,共3页Journal of Anhui University of Technology：Social Sciences

摘　　要：不同投入量的阅读任务对英语词汇附带习得有一定的影响。实证研究结果表明:专注量不同的学习任务对学生词汇附带习得效果的影响具有显著差异;专注量高的学习任务比专注量低的学习任务更加有效地促进了词汇的附带习得。Reading tasks with different involvement load exert influences on the incidental acquisition of English vocabulary.The results of an experimental study show that the effects of different tasks on IVA are significantly different.Tasks with higher involvement load are generally more effective for IVA than tasks with lower involvement load.

关 键 词：投入量假说 词汇附带习得 任务类型 

分 类 号：H319[语言文字—英语]