二语词汇习得机制探微——“输入+输出”任务组合效应  

Acquisition Mechanism of L2 Vocabulary:Combination Effect of “Input + Output” Tasks

作　　者：张艳[1] 任爱军[1] 

机构地区：[1]中国科学技术大学外语系,安徽合肥230026

出　　处：《外国语文》2013年第6期147-152,共6页Foreign Languages and Literature

基　　金：中国科学技术大学中央高校基本科研业务费专项资金资助"从心理认知角度探究词汇附带习得";安徽省教育科学规划课题"中学英语词汇教学模式研究"(JG11393)

摘　　要：本研究旨在考察"投入量"之任务因素对二语词汇记忆的影响。研究采用短文阅读和多项选择边注呈现目标新词的方式,选取输入性任务"填空"和输出性任务"造句"两两搭配,设计四种不同组合实验及即时、延时词汇测试。161名普通高中学生分四组参加实验。研究结果表明:1)填空和造句两种组合比投入量最大的"造句+造句"效果更好,显著优于"填空+填空";2)任务的执行顺序对二语词汇记忆有一定的影响;3)各任务组合的词汇保持效果都不理想。研究发现"输入+输出"任务组合可产生放大效应。本结果对词汇教学具有重要的启示意义。This study aimed to investigate the impact of task factor in ＂involvement load＂ upon L2 vocabulary retention. The experiment consisted of reading with multiple-choice notes for target new words, four varied pairs of an input task ＂blank-filling＂ and an output task ＂sentence-making＂, and an immediate and a delayed lexical posttests. 161 students from an average high school, divided into four groups, participated in the experiment. The results showed that （1）the two combinations of blank-filling and sentence-making promoted better retention than that of ＂sentence-making ＋ sentence-making＂, and signifi-cantly better retention than that of ＂blank-filling ＋ blank-filling＂, （2） the sequencing of tasks exerted a certain influence on L2 vocabulary retention, and that （3） among all four groups the sustaining of lexical retention was not desirable. The findings indicated that the union of ＂input ＋ output＂ tasks could produce an amplifying effect. This study carries valuable implications for vocabulary teaching.

关 键 词：词汇习得 投入量 任务 输入+输出 组合效应 

分 类 号：H319[语言文字—英语]