The Effects of Exposure Frequency and Contextual Richness in Reading on Chinese EFL Learners' Vocabulary Acquisition  

单词复现频率与语境丰富度对中国英语学习者阅读中词汇知识习得的影响(英文)

作　　者：孙海妹[1,2] 

机构地区：[1]苏州大学 [2]哥伦比亚大学教育学院

出　　处：《Chinese Journal of Applied Linguistics》2014年第1期86-106,129,共22页中国应用语言学（英文）

摘　　要：This study investigates the effects of exposure frequency and contextual richness in reading on the acquisition of different aspects of vocabulary knowledge. An intact class of 35 second- year English majors read an adapted story, with the target pseudo words highlighted, and then took ten carefully sequenced vocabulary tests. The test scores were subjected to multiple regression analyses. Follow-up semi-structured interviews were also conducted. The findings show that （a） frequency and contextual richness were closely related to vocabulary knowledge of spelling, grammar and syntax, with frequency playing a more influential role than contextual richness; （b） contextual richness contributed exclusively to gains in meaning and paradigmatic association, while frequency did not exert much influence in this regard; （c） knowledge of spelling and grammar was probably implicitly acquired, whereas word meaning gains required both explicit attention and conscious processing.本研究探讨了单词复现频率与语境丰富度对阅读中词汇知识习得的影响。35名英语专业学生阅读一篇短文。短文中部分高频词被替换成假词并斜体加粗。阅读完短文后,学生做了十个词汇知识测试。作者对学生的考试结果进行了多元回归分析,并对部分学生进行了采访。研究发现:(a)单词复现频率和语境丰富度共同对词汇知识,如拼写、词性和横组合关系产生影响,但单词复现频率比语境丰富度的影响更大;(b)对词汇知识,如单词意思和纵组合关系而言,只有语境丰富度对其产生影响,而单词复现频率不起作用;(c)语法、词性等词汇知识通过内隐学习即可习得,而单词意思则需通过学习者有意识地注意、加工方能成功习得,即通过外显学习习得。

关 键 词：exposure frequency contextual richness NOTICING second language vocabulary acquisition 

分 类 号：H319[语言文字—英语]