任务类型对二语词汇学习的影响——以任务型课堂交互活动为例  

The Effects of Task Types on L2 Vocabulary Acquisition——A Case Study of Task-Based Classroom Interaction Activities

作　　者：张玉姣[1] 李景泉[2] 

机构地区：[1]陇东学院外国语学院,甘肃庆阳745000 [2]解放军外国语学院英语系,河南洛阳471003

出　　处：《陇东学院学报》2016年第4期136-140,共5页Journal of Longdong University

基　　金：甘肃省社科联2015-2016年高等院校英语教学改革研究项目<形式聚焦对二语词汇习得的影响研究-以基于任务的课堂交互活动为例>(GSKB2015-15-9)

摘　　要：以投入量假设为基础,探究任务类型(是非判断和翻译)在课堂交互活动中对词汇学习的影响。通过对57份有效测试卷的调查分析,研究发现在课堂交互活动中:(1)不同任务类型对学习者即时词汇学习效果的影响不同;(2)投入量大的任务(翻译)并非比投入量小的任务(是非判断)更能促进词汇学习,投入量假设没有得到证实;(3)任务类型和即时词汇学习效果之间存在低中度关联关系,这表明任务类型确实不是影响词汇学习的唯一因素。本研究以基于任务的课堂交互活动为例,在形式与意义相结合的环境中进行,研究方法和研究发现丰富和发展了现有词汇学习研究,对教学实践有一定的借鉴作用。Based on the Task-induced Involvement Load Hypothesis, this study explores me eliects oI task types （ true or false judgment and L2 - L1 translation） on 12 vocabulary learning in classroom interaction activities. After the analysis of 57 valid vocabulary test papers, it finds that in classroom interaction activities ： （ 1 ） different tasks have different influence on 12 vocabulary learning; （2） the task with a high involvement load commits less to 12 vocabulary learning than that with a low one, which does not confirm the Task-induced Involvement Load Hypothe- sis ; and （ 3 ） there is a low-to-medium correlation between task types and immediate results of L2 vocabulary learn- ing, which shows that task type is indeed not the only factor affecting the learning of vocabulary in classroom inter- action activities. As a case study of task-based classroom interaction activities implemented in Form-focused in- struction, this study develops and enriches the existing studies of vocabulary learning in its research methods and findings, thus it can be of help for vocabulary teaching in practice.

关 键 词：任务类型 词汇学习 二语 课堂交互活动 

分 类 号：H08[语言文字—语言学]