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1、詞匯是構(gòu)成語言的基本材料之一,幾乎所有的二語學(xué)習(xí)者在面對眾多的詞匯時都會有些許憂慮。過去的幾十年,鑒于詞匯在二語習(xí)得中的重要作用,研究者們將大量的時間和精力投入到詞匯的習(xí)得上。這對于二語習(xí)得領(lǐng)域的研究意義非凡。
本研究基于“認知加工層次”理論和“投入量假設(shè)”理論,通過調(diào)查投入量對于閱讀中詞匯習(xí)得的影響來進一步證實投入量假設(shè)對于二語詞匯附帶習(xí)得的顯著作用,進而探討了投入量與學(xué)生水平之間是否存在密切關(guān)系。此研究包括兩個實驗,實驗一
2、設(shè)計了投入量不同的3個閱讀任務(wù),以期驗證投入量的大小會對學(xué)習(xí)者的目標詞匯的習(xí)得有所影響,即,投入量大的任務(wù)詞匯習(xí)得效果越好。實驗二旨在通過設(shè)計投入量相同的兩個任務(wù)來測試學(xué)生的英語水平是否會影響詞匯習(xí)得效果。此外,研究者使用了“有聲思維法”來收集數(shù)據(jù),從而可以進一步地探索學(xué)生對于詞匯習(xí)得的態(tài)度和他們對于任務(wù)的主觀看法。鑒于上述研究,對于大學(xué)英語詞匯教學(xué)提出了一些建議。教師可根據(jù)“投入量假設(shè)”設(shè)計一些高投入量的語言活動來幫助學(xué)生記憶詞匯。教
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