读后概要写作对二语词汇习得的影响研究  

The Effects of Summary Writing after Reading on L2 Lexical Acquisition

作　　者：崔艳嫣[1] 张庆艳[1] Cui Yanyan;Zhang Qingyan

机构地区：[1]聊城大学外国语学院

出　　处：《外语与翻译》2022年第1期65-70,I0001,共7页Foreign Languages and Translation

基　　金：山东省研究生教育优质课程“科研方法论与学术论文写作”(项目号:SDYKC21192);聊城大学“英语写作”精品课程(项目号:311010030)的阶段性研究成果。

摘　　要：词汇学习主要通过有意学习和附带学习两种方式习得词汇。词汇附带习得过程中设置输出型任务能够引导学生聚焦词汇,进而提升习得效果。通过考察阅读自传体小说之后概要写作任务对英语专业学生生词查阅、新学词使用和词汇习得的影响,发现学生查阅的生词分布在各个词频层上,相对于查词量而言,学生在概要写作中使用新学词的数量较少,问卷显示他们使用的词汇学习策略并不系统,新学词使用意识有待提高。研究还发现,词汇习得成绩与词汇量、概要写作成绩显著相关。本文既关注了词汇习得的过程,又探析词汇习得的效果,能够实现验证输出型任务对词汇习得的作用和为英语教学服务的目的。Vocabulary to a language is what bricks to a building.ESL learners acquire their vocabulary mainly through intentional and incidental learning.Sheer incidental learning of words,however,can not lead to higher effective lexical acquisition.To increase the learning efficiency,output tasks can be employed to strongly facilitate the lexical acquisition.This study aims to investigate the effects of summary writing after autobiography reading on the learning process and product of new words of 35 second-year English majors in a university.The results show that the subjects consulted and learned the words distributing in different word frequency lists.In sharp contrast to the large number of consulted words,fewer newly-learned words were used in their summary writing,and the responses to the questionnaire also indicate that the learners were lack of systematic knowledge in vocabulary learning strategies and poorly motivated to use the newly-acquired words.It is also shown that the score of lexical acquisition correlates with the scores of vocabulary size and the summaries.This study concerns both the learning process and product with the aim to test the effects of output task on the vocabulary acquisition and shed some light on the ESL lexical learning for English majors.

关 键 词：概要写作 词汇附带习得 词汇量 词汇学习策略 

分 类 号：H319[语言文字—英语]