多篇还是多遍?——故事阅读对二语词汇附带习得的影响  

Reading multiple texts or reading the same text multiple times?The effect of contexts in story reading on incidental L2 vocabulary acquisition

作　　者：李赞 吴诗玉[1] LI Zan;WU Shiyu(School of Foreign Languages,Shanghai Jiao Tong University,Shanghai 200240,China)

机构地区：[1]上海交通大学外国语学院,上海市200240

出　　处：《外语教学与研究》2023年第2期238-250,320,共14页Foreign Language Teaching and Research

基　　金：国家社科基金项目“基于文本挖掘的外语教师课堂话语促学机制研究”(22BYY096)资助。

摘　　要：本研究以我国英语学习者为对象,通过外语故事理解实验探索语境的变异性与二语词汇学习之间的关系,并考察故事理解能力对两者关系的影响。在实验中,52名来自国内某重点大学的非英语专业本科生首先阅读包含同一个目标词的故事3篇(变化语境),或者阅读同一篇故事3遍(重复语境),一共阅读了36个故事,然后分别参加即时和延时词汇测试。结果发现,语境在学习去语境化的词汇显性知识以及实现从词形到语义的映射中发挥着决定性作用,阅读包含目标词的故事多篇的学习效果显著优于阅读相同故事多遍的效果。但是,语境对在线索提示下获得词汇知识的通达能力所发挥的作用却表现得非常复杂,显著受到受试故事理解能力的调节,而且也受到测试时间的影响。本研究丰富了语境变异假说,对外语教学和学习具有启示意义。Taking Chinese EFL learners as participants,this study examined the relationship between context variation and L2 word learning and the effect of the learners'story comprehension ability on the relationship.Fifty-two non-English major undergraduate students from a key university in China took part in the experiment.First,they read 36 stories in three varied contexts(multiple texts)or read the same stories thrice(multiple times),and then completed an immediate-post vocabulary test and a delayed-post vocabulary test.The results indicated that contexts played a significant role in participants'learning of decontextualized explicit vocabulary knowledge and the mapping from word form to its meaning.Participants who read multiple texts performed significantly better than those who read multiple times.However,a multiplex picture emerged regarding the role of contexts in the learning of context-cued vocabulary knowledge.The effect of contexts was moderated by the participants'story comprehension ability and test time.The findings of the present study provide further evidence supporting the context variation hypothesis and show pedagogical implications for foreign language teaching and learning.

关 键 词：外语学习 词汇习得 语境 故事理解 

分 类 号：H319.3[语言文字—英语]