阅读后三项写作任务对二语词汇习得的影响  

Effects of three writing tasks after-reading on L2 vocabulary acquisition

作　　者：易红波[1] 裴学梅[2] YI Hong-bo;PEI Xue-mei(Humanities Dept., Anhui Technical College of Mechanical and Electrical Engineering, Wuhu 241000, China;School of Foreign Studies, Anhui Normal University, Wuhu 241000, China)

机构地区：[1]安徽机电职业技术学院人文系,安徽芜湖241000 [2]安徽师范大学外国语学院,安徽芜湖241000

出　　处：《海军工程大学学报（综合版）》2018年第2期88-92,共5页Journal of Naval University of Engineering(Comprehensive Edition)

基　　金：安徽省高校优秀青年人才支持计划重点项目(gxyqZD2017105)

摘　　要：通过分析阅读后三项运用目标词的写作任务(文本概述、文本续写和目标词写作),考察其对学习者英语词汇习得的影响。研究结果发现:目标词写作最能有效促进学习者阅读后的词汇习得,文本续写其次,文本概述最差。该研究结果在理论上为"投入量假说"的进一步修正提供了参考,在实践上为教师词汇强化练习的选择提供了借鉴。The paper investigates the effects of three writing tasks of using target words on English learners＇ vocabulary acquisition after-reading, that is, summarizing the text, making predictions about the text and composition-writing. The results indicate that composition-writing is the most effective to learnersr vocabulary acquisition, followed by summarizing the text, and making predictions about the text is the least conducive. Theoretically, it throws some insights into the further revision of the ＂Involvement Load Hypothesis＂. Pedagogically, it helps language teachers choose proper vocabulary exercises to enhance learnersr vocabulary acquisition.

关 键 词：阅读后 写作任务 二语词汇习得 

分 类 号：H319[语言文字—英语]