大学生英语词汇学习中的听读并行优势——基于投入量假设的实证研究  

Advantages of Reading-While-Listening in University Students’English Vocabulary Learning——An Empirical Study Based on the Involvement Load Hypothesis

作　　者：裴涛 鲁华山[2] PEI Tao;LU Huashan(School of Foreign Studies,Shaoguan University,Shaoguan 512005,Guangdong,China;School of Foreign Languages,Qingdao Agricultural University,Qingdao 266109,Shandong,China)

机构地区：[1]韶关学院外国语学院,广东韶关512005 [2]青岛农业大学外国语学院,山东青岛266109

出　　处：《韶关学院学报》2024年第5期21-26,共6页Journal of Shaoguan University

基　　金：韶关学院引进人才科研经费项目(404-9900064603)。

摘　　要：投入量假设(ILH)是词汇习得研究领域的研究焦点,但其有效性仍存争议。通过对比听读并行任务与阅读任务,考察不同任务投入量对二语学习者词汇学习的影响。126名英语中等水平的大学生分为4组,分别完成不同投入量的任务以学习目标假词:一组接受听读并行的输入模式,其余三组完成不同投入量的阅读任务(阅读/阅读+填空/阅读+翻译)。即时词汇量表用于检测学习者的词汇掌握程度,延时一周的访谈考察其对实验任务的看法。研究结果显示,听读并行任务的词汇学习有效性优于阅读任务,投入量假设部分预测该层次学习者对目标词汇的掌握程度。The Involvement Load Hypothesis(ILH)has long been a focus in vocabulary acquisition research,but its effectiveness remains controversial.By comparing the reading-while-listening task with readings task only,this study aimed to explore the impact of different reading tasks on L2 learners’vocabulary learning.126 Chinese university students with intermediate English proficiency were assigned into four groups with different tasks to learn target pseudo-words:one group received a reading-while-listening and translation task,and the remaining three groups completed reading tasks with different involvement loads(reading/reading+blank-filling/reading+translating).The immediate vocabulary scale was used to test the learners'vocabulary learning,and the delayed interview examined their views on the reading tasks they performed.The research results show that the vocabulary learning through the listening-reading task is more effective than that of the reading tasks,and the ILH partially predicts the target vocabulary learning by learners at this level.

关 键 词：投入量假设 听读并行 词汇附带习得 任务类型 实证研究 

分 类 号：H319.3[语言文字—英语]