文献类型：期刊文献

中文题名：等量投入任务对附带词汇习得效果的研究

英文题名：The Study of Effects of Tasks with the Same Involvement Load on the Incidental Vocabulary Acquisition

作者：任虎林[1,2];刘亚玲[2]

第一作者：任虎林

机构：[1]北京科技大学外国语学院;[2]北京联合大学生化学院

第一机构：北京科技大学外国语学院

年份：2020

卷号：17

期号：2

起止页码：67-73

中文期刊名：中国外语

外文期刊名：Foreign Languages in China

收录：国家哲学社会科学学术期刊数据库;北大核心:【北大核心2017】；CSSCI:【CSSCI2019_2020】；

基金：国家语委“老年人语言蚀失期的语用能力研究”(编号:YB135-46)项目基金资助。

语种：中文

中文关键词：任务诱发投入量假设;附带词汇习得;语义组块;分层组织;英语实词

外文关键词：task-induced involvement load;incidental vocabulary acquisition;semantic chunking;hierarchical organization;English content words

摘要：多数关于任务诱发投入量假设(task-induced involvement load hypothesis)的研究认为,高投入量的任务诱发好的附带词汇习得效果,二者呈正态互动关系;但是对等量投入任务组成要素和词汇习得效果的内在关系研究相对缺乏。本研究通过对英语目标实词造句、目标实词作文和目标实词汉语匹配翻译三种不同投入量组成要素的实证研究,探讨了北京某高校一年级新生英语目标实词习得效果和投入量组成要素之间的关系。结果发现,组成要素强度不同的等量投入任务产生的英语实词习得效果不同;强评估产出型任务优于弱评估产出型任务,因前者激发了学习者深层词汇加工模式及复杂语义组块机制,有助于英语实词的学习、记忆和使用。此外,评估强度相同的产出型任务也存在习得效果的差异,英语实词造句任务不如英语实词作文任务产出效果好,因为二者虽然都启用了相对复杂的语义组块机制,但实词作文任务产出效果需要更高层次的语义链分层组织信息,加工层次比单纯造句任务更广泛和深入。因此可以认定,英语词汇段落写作强度应与词汇造句强度有一定的区分度,这对英语词汇教学具有启示意义。
Most researches of task-induced involvement load hypothesis acknowledge that,tasks with more involvement load result in better incidental vocabulary acquisition,and there is a positive relationship between the two factors.However,there are relatively little studies on the relationship between different factors of same involvement load and the outcome of incidental vocabulary acquisition.By means of empirical study of English target content words in sentence-making,target-word-incorporated composition writing and Chinese equivalent translation,the study was conducted to investigate this relationship for Beijing college freshmen.The results show that the same-involvement-load tasks with different factors didn’t contribute to the same incidental acquisition of English content words.Strong evaluation tasks which triggered learners’deep level processing model and vocabulary semantic chunking mechanism resulted in better performance than that of weak ones,which is beneficial to the learning,memory and usage of English content words.In addition,tasks of equal evaluation may differ in the outcome of incidental vocabulary acquisition-the performance of English content words in sentence-making tasks is worse than that of composition-writing tasks;the reasons lie in that both performances might be triggered by relatively complex semantic chunking mechanism,but higher requirements of hierarchical organization of information on semantic chain are involved,which is deeper and wider than the processing of pure sentence-making tasks.Hence,it can be concluded that the strength of English vocabulary-passage writing should be marked with differential points with that of vocabulary sentence-making,which is suggestive for the teaching of English vocabulary.