句子语境下的任务型英语词汇习得实验研究  

An experimental study on task-based EFL vocabulary acquisition in sentence contexts

作　　者：鲍贵 BAO Gui

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：《外语界》2021年第4期53-61,共9页Foreign Language World

基　　金：教育部人文社会科学研究基金项目“二语习得相关性研究方法论评价体系研究”(编号19YJA740001);江苏省社会科学基金项目“二语习得实验研究方法论评价研究”(编号18YYB013)的阶段性成果。

摘　　要：本研究考察句子语境下的输出任务类型对英语学习者习得不同类型词汇知识的效应以及学习者性别和测试时间对词汇习得效应的调节作用。90名大学生被随机分配英汉翻译、释义或造句任一输出任务。各个任务组完成短文阅读理解练习和聚焦目标词的不同活动之后,接受目标词拼写辨认、词类和词义知识即时后测和一周后的延时后测。研究结果表明,除了在词类知识即时习得方面造句任务显著好于翻译任务,3种任务对促进词汇习得同样有效,且效应独立于性别和测试时间。本研究部分支持投入量假设,建议重新审视拓展度和语境新颖性在任务型词汇习得中的作用。This study examined the effects of output task types on EFL learners’ acquisition of different types of vocabulary knowledge in sentence contexts and the extent to which the effects were moderated by the learners’ genders and test intervals. Ninety university students were randomly assigned to one of the three output tasks, namely English-Chinese translation, paraphrasing and sentence writing. After completing passage reading comprehension exercises and separate word-focused activities, all the task groups were given tests of the knowledge of word spelling recognition, parts of speech and meanings immediately and a week later. The results showed that except for the significant superiority of the sentence writing task over the translation task in immediately acquiring the knowledge of word parts of speech, all the tasks fared equally well in facilitating vocabulary acquisition, independently of genders and test intervals. The study partially supports the Involvement Load Hypothesis, and suggests a reconsideration of the roles of elaboration and contextual novelty in task-based vocabulary acquisition.

关 键 词：投入量假设 拓展 词汇习得 输出任务 句子语境 

分 类 号：H319[语言文字—英语]