输入任务与输出任务对词汇附带习得的影响  

Effects of Input Tasks and Output Tasks on Incidental Vocabulary Acquisition

作　　者：王园 WANG Yuan(School of Foreign Languages,Shanxi Vocational University of Engineering Science and Technology,Taiyuan Shanxi,030000,China)

机构地区：[1]山西工程科技职业大学外国语学院,山西太原030000

出　　处：《文化创新比较研究》2023年第8期43-46,共4页Comparative Study of Cultural Innovation

基　　金：山西省社会科学联合会基金项目“项目式教学在职业本科大学英语教育中的应用研究”(项目编号:SXSKLY2022SX0031)的部分成果。

摘　　要：以Laufer和Hulstijn提出的“投入量假设”为理论框架,该研究通过对比不同的任务类型(输入任务/输出任务)对学习者二语词汇附带习得的影响,旨在探索适合职业本科英语学习者的词汇学习方法。研究结果表明:任务投入量相同的输入任务和输出任务对词汇习得产生的效果并不相同,输出任务对词汇习得和保持具有显著效果;任务投入量较大的输入任务与任务投入量较小的输出任务相比,二者对词汇习得的效果无显著差异;两个任务投入量不同的输出任务对词汇习得的影响不具有显著差异。该研究部分验证了投入量假设,对大学英语词汇教学及学习有一定借鉴意义。Based on the Involvement Load Hypothesis,the present study intends to find the appropriate way for EFL learners to learn English words.Different types of tasks,including input tasks and output tasks,are conducted in the study.The major research findings are presented as follows:Input tasks and output tasks with equal involvement load have different impact on vocabulary acquisition.The effects of output tasks are significantly better.For tasks with higher load and tasks with lower load,there is no significant difference in their effects on vocabulary acquisition.For the effects of two different output tasks with different involvement load,they are not significantly different.The study only partially supports the Involvement Load Hypothesis.It accumulates some practical experience to English learning and teaching.

关 键 词：投入量假设 任务投入量 输入任务 输出任务 词汇附带习得 加工层次 

分 类 号：H31[语言文字—英语]