网络阅读环境下的任务投入量对词汇附带习得的影响  

The Impact of Task Involvement Load on the Incidental Vocabulary Acquisition under Network-assisted Reading Environment

作　　者：李炎[1] 杜彦强 LI Yan;DU Yan-qiang(School of Science and Technology,Nanchang University,Nanchang,330039,Jiangxi)

机构地区：[1]南昌大学科学技术学院,江西南昌330039

出　　处：《蚌埠学院学报》2022年第1期54-58,63,共6页Journal of Bengbu University

基　　金：江西省高校人文社会科学研究项目(YY1541);南昌工程学院教学改革项目(2014JG053)。

摘　　要：以任务诱发投入量假设为研究视角,对网络阅读环境下任务投入量和词汇附带词汇习得的关系进行实证分析。给予受试者四种不同的网络阅读任务,探讨英语目标词习得效果和投入量组成要素之间的关系。结果是:中级水平的英语学习者可以附带习得和保持词汇;投入量不同的网络阅读任务会影响学习者的词汇保持,投入量指数高的任务未必能促使更高的词汇保持;在附带学习情境下,学习者的学习成绩与词汇习得和保持之间并不是正相关的关系。研究发现网络环境下的不同投入量的任务是附带习得词汇非常有效的途径,这对英语词汇教学和学生自主学习具有启示意义。It was analyzed in this paper that the relationship between high input and incidental vocabulary acquisition under the perspective of the hypothesis of task-induced input,which finds tasks with high input will produce better incidental vocabulary acquisition.In the study,four different reading tasks were given to the subjects,and the relationship between high input and incidental vocabulary acquisition was discussed.It turned out that after completing different tasks,the intermediate-level English learners can acquire and maintain vocabulary incidentally,online reading tasks with different levels of input will affect learners’vocabulary retention and tasks with a high level of input may not necessarily promote higher levels,in the incidental learning situation,the learner’s academic performance is not positively correlated with vocabulary acquisition and retention.It is an effective method to acquire vocabulary incidentally with different amounts of reading input under the network environment,which will promote English vocabulary teaching and autonomic learning.

关 键 词：网络阅读环境 任务投入量 词汇附带习得 阅读任务 

分 类 号：H319.3[语言文字—英语]