英语自然阅读中二语词汇附带习得研究的元分析  

A Meta-analysis of Incidental ESL Vocabulary Acquisition During Natural Reading

作　　者：苗丽霞 Miao Li-xia(Faculty of Foreign Languages,Ningbo University,Ningbo 315211,China)

机构地区：[1]宁波大学外国语学院,宁波315211

出　　处：《外语学刊》2022年第5期87-92,共6页Foreign Language Research

基　　金：教育部人文社会科学研究项目“二语阅读中记忆成分的作用研究”(19YJA740039)的阶段性成果。

摘　　要：本研究以23项独立样本为数据源,统合分析成人学习者英语自然阅读中二语词汇附带习得的效果,并考察二语水平、文本生词率、输入模态和词汇知识测量方法4个变量的调节作用。研究发现,成人学习者英语自然阅读中二语词汇附带习得的合并习得率约为29%。数据结果显示,二语水平、输入模态和词汇知识测量方法这3个变量对二语词汇附带习得率有调节作用。具体而言,二语水平高的学习者词汇附带习得率更高;听读同步输入比阅读输入更有利于促进二语词汇附带习得;英语自然阅读对于词义识别的促学效应优于词义回忆。阅读文本的生词率(≤2或者介于2%~5%之间)对二语词汇附带习得效果没有影响。Based on 23 independent samples,this study meta-analyzed the effectiveness of incidental ESL vocabulary acquisition by adult learners during natural reading.Four mediator variables were examined:L2 proficiency,text-target word ratio,input mode,and the dimension of second language vocabulary knowledge.Results showed that adult learners acquired around 29%of the unknown words they encountered while reading,of which nearly 87.6%was retained in the delayed vocabulary test.Results also indicated the mediating effects of L2 proficiency,input mode and the dimension of second language vocabulary knowledge.Specifically,advanced learners outperformed intermediate learners in terms of acquisition rate;reading-while-listening input produced larger vocabulary gains than reading-only input;acquisition rate was higher when measured with meaning recognition than meaning recall tests.Learners who read a text with text-target word ratios of less than or equal to 2%did not learn more vocabulary than those who read a text with a ratio of 2%to 5%.

关 键 词：自然阅读 二语词汇 附带习得 元分析 成人 英语 

分 类 号：H319.5[语言文字—英语]