不同阅读任务对中职生词汇附带习得效果研究  

A Study on the Effect of Different Reading Tasks on Vocabulary Incidental Acquisition of Secondary Vocational School Students

作　　者：梁淑娴 LIANG Shuxian(Zhaoqing Science and Technology School, Zhaoqing, Guangdong 526040)

机构地区：[1]肇庆市科技中等职业学校,广东肇庆526040

出　　处：《科教导刊》2019年第12期34-35,共2页The Guide Of Science & Education

摘　　要：词汇是英语学习的出发点,是掌握和运用语言的核心。目前关于词汇附带习得的研究主要是针对中高年级学生和大学生,对中职生的研究较少。基于这种现象,根据Laufer&Hulstijin提出的"参与式投入量假说",分析及研究广东省肇庆市某中职学校学生对词汇附带习得效果研究。研究结果表明:在同一条件下,通过阅读能引起词汇的附带习得,而且不同类型的阅读任务其附带习得效果不一样。最后对中职英语词汇教学提出相关建议。Vocabulary is the starting point of English learning and the core of mastering and using language. At present, the research on incidental vocabulary acquisition is mainly aimed at middle and senior students and college students, and the research on secondary vocational students is less. Based on this phenomenon, according to the "Participatory Input Hypothesis" proposed by Laufer & Hulstijin, this paper analyses and studies the effect of incidental vocabulary acquisition by students of a sec on dary vocational school in Zhaoqing City, Guangdong Province. The results show that incidental vocabulary acquisition can be induced by reading under the same conditions, and different types of reading tasks have different incidental acquisition effects. Finally, some suggestions are put forward for English vocabulary teaching in secondary vocational schools.

关 键 词：词汇附带习得 投入量假说 阅读任务类型 中职生英语 

分 类 号：G718.3[文化科学—职业技术教育学]