不同强化方式对二语词块意识和附带习得的影响探究  

Effects of Differential Instructions on L2 Learners' Awareness and Incidental Acquisition of Lexical Chunks

作　　者：王晓峰[1] 赵芝英[1] 

机构地区：[1]无锡城市职业技术学院,江苏无锡214153

出　　处：《长春师范大学学报》2018年第1期90-95,共6页Journal of Changchun Normal University

基　　金：江苏省高等教育教改研究课题"不同强化方式对高职学生英语词块意识和附带习得的影响探究"(2015JSJG505)

摘　　要：本文报告了一项不同强化方式对二语词块意识和附带习得影响的实验研究。受试被分为四个组:控制组、隐性输入强化组、显性输入强化组、输出组,完成相应的实验任务。之后,四组受试分别接受学习者意识程度测试和两次词块测试。结果显示:显性强化方式促成了更高层次的意识,并对目标词块附带习得起到积极作用。This paper reports an empirical research on the effects of differential instructions on L2 learners' awareness and incidental acquisition of lexical chunks. Subjects were divided into four groups: Control Group,Implicit Input Enhancement Group,Explicit Input Enhancement Group and Output Group. After the four groups completed corresponding experiment tasks,they respectively accepted measurement of learners' awareness and immediate posttest and delayed posttest of the target lexical chunks. Research results are summarized as follows: Explicit enhancement led to higher level of awareness,and played a positive role on the incidental acquisition of the target lexical chunks.

关 键 词：强化方式 意识层次 二语词块 附带习得 

分 类 号：C642.0[社会学]