The Effects of Inference-Training and Text Repetition on Chinese Learners' Incidental Vocabulary Acquisition While Listening  

推理策略训练和文本重复对于中国大学生听力任务中附带词汇习得的作用研究(英文)

作　　者：Rod ELLIS 常乐[2] 

机构地区：[1]奥克兰大学 [2]渤海大学外国语学院

出　　处：《Chinese Journal of Applied Linguistics》2016年第2期137-152,246,共17页中国应用语言学（英文）

基　　金：辽宁省高教学会高校外语教改专项课题资助(项目编号WYZD150040);渤海大学博士启动基金资助(项目编:0515BQ003)

摘　　要：This article reports a study of the effects of inference training and text repetition on Chinese university students＇ performance of two listening information-transfer tasks that provided built-in measures of their comprehension and opportunities for the acquisition of ten unknown target words embedded in the listening texts. One group just listened to the text once, a second group three times, while the third listened three times and received inference-training support. The results showed that text repetition had a positive effect on both comprehension and vocabulary acquisition. However, the inference-training had no additional effect. The study lends support to the findings of previous studies which have shown that repeated opportunities to process oral input have a positive effect on listening comprehension and extends these studies by showing that it also facilitates incidental vocabulary acquisition.本文研究了推理策略训练和文本重复在中国大学生两个信息转移听力任务中的作用。这两个听力任务测试了学生的理解能力和对听力文本中嵌入的十个生词的习得情况。第一组学生只听一遍文本,第二组学生听三遍文本,第三组学生听三遍文本并且接受推理策略训练。实验结果表明文本重复对文本理解和词汇习得都有积极作用;然而,推理策略训练没有额外效果。以往有文献表明给予学生多次机会处理口头输入有助于学生的听力理解,该研究支持了以往的研究发现,并且另外发现文本重复有助于附带词汇习得。

关 键 词：text-repetition inference-training listening comprehension vocabulary acquisition 

分 类 号：H319[语言文字—英语]