阅读中不同的任务对词汇附带习得影响的研究与启示  

Research and Enlightenment of the Influence of Different Tasks in Reading on Incidental Vocabulary Acquisition

作　　者：袁娜[1] YUAN Na

机构地区：[1]烟台大学外国语学院,山东烟台264005

出　　处：《科教文汇》2021年第22期186-189,共4页Journal of Science and Education

摘　　要：该研究主要通过实验探讨了在阅读中完成不同的任务是否对词汇的附带习得产生影响,从而为B.Laufer和J.H.Hulstijn提出的投入量假设提供实证。经过对实验中的数据研究发现:投入量高的学习任务比投入量低的学习任务更加有效地促进了词汇的附带习得,但在任务有效性的分级量化标准方面还有待于进一步研究。This research mainly explores whether the completion of different tasks in reading has an impact on incidental vocabulary acquisition through an experiment,thereby providing empirical evidence for the involvement load hypothesis proposed by B.Laufer and J.H.Hulstijn.After researching the data in the experiment,it is found that learning tasks with a high involvement load are more effective in promoting incidental vocabulary acquisition than learning tasks with a low involvement load.However,further research is needed in the classification and quantification of task effectiveness.

关 键 词：词汇附带习得 任务投入量 任务 阅读 

分 类 号：H313[语言文字—英语]