摘要写作和造句对英语学习者词汇附带习得的影响  

The Influence of Summary Writing and Sentence Making on EFL Learners’ Vocabulary Acquisition

作　　者：席雁 XI Yan(School of Foreign Languages and Literature,Nanjing Tech University,Nanjing Jiangsu 211816,China)

机构地区：[1]南京工业大学外国语言文学学院,江苏南京211816

出　　处：《吉林省教育学院学报》2021年第5期74-77,共4页Journal of Jilin Provincial Institute of Education

基　　金：江苏省高校哲学社会科学基金项目“大学英语教学改革背景下词汇教学和词汇习得的创新型研究”,编号:2017SJB0202。

摘　　要：本研究调查投入量相同的摘要写作和造句任务对英语词汇即时附带习得和记忆保持的影响。90名被试按照英语语言水平被分为两组,高水平组被分配完成摘要写作任务,低水平组被分配完成造句任务。研究发现,两组被试完成任务后,英语词汇的即时附带习得和记忆保持没有显著差别。本研究的结果可能归因于投入量假设和被试完成任务时注意力的分配。This study investigates the influence of summary writing and sentence making on EFL learners’ immediate vocabulary acquisition and retention. 90 EFL learners were assigned to two groups according to their language proficiency. The participants with higher proficiency were asked to fulfill the task of summary writing, while the ones with lower proficiency were asked to fulfill the task of sentence making. Both tasks have the same involvement load according to ILH. The participants were subsequently tested on the vocabulary acquisition and retention on the immediate and delayed tests and no significant differences were found between the two tasks on both tests. The task effects may be due to ILH and the allocation of attention.

关 键 词：投入量假设 摘要写作 造句 词汇习得 

分 类 号：H319.3[语言文字—英语]