摘要
本文采用文献梳理的方法,从语篇因素、学习者因素、任务因素与词汇本体因素四个角度对国内外近二十年阅读理解中二语词汇附带习得的实证研究成果进行了综述。研究发现:(1)为目标词添加注释、提高目标词输入频率、增加语境线索等是促进词汇习得的有效手段;(2)学习者语言水平越高、词汇量越大、对阅读文本越熟悉,词汇习得效果越好,但学习者的情感因素对词汇习得的促进作用不显著;(3)当任务投入量相同时,产出型任务比接受型任务更有助于词汇习得;当任务投入量不同时,投入量假设没有得到完全证实;(4)透明词、具体词、名词更加容易习得。未来研究应更多关注新习得词汇与已知词汇的互动过程以及新词的表征方式,并借助眼动、脑电、fMRI等技术考察学习者在阅读中的词汇学习过程。
Based on the empirical studies on incidental L2 vocabulary acquisition in reading at home and abroad during the past two decades,this paper summarizes the influential factors in terms of discourse factors,learner factors,task factors and intra-lexical factors.The findings are as follows:(1)Adding annotation to the target words,increasing their input frequency,and diversifying contextual clues are effective to promote vocabulary acquisition;(2)Higher language proficiency,larger vocabulary size and better familiarity with the reading text lead to more effective learning,but the effect of learners’affective factors is not significant;(3)The involvement load being the same,productive tasks are more helpful than receptive ones while the involvement load being different,the Involvement Load Hypothesis has not been fully supported;(4)Transparent words,concrete words and nouns are easier to learn.Future research should pay more attention to the interaction between newly acquired words and known words as well as the representation of new words,and to the use of eye-tracking,ERP,fMRI or other techniques to investigate vocabulary learning process in reading.
作者
陈士法
王雪
Chen Shifa;Wang Xue
出处
《中国外语研究》
2021年第1期24-29,135-136,共8页
Foreign Language Research in China
基金
山东省社会科学规划研究项目“基于RHM模型的英汉心理词汇表征的ERP研究”(重点项目)(21BYYJ02)的阶段性成果
关键词
阅读
二语词汇附带习得
影响因素
reading
incidental L2 vocabulary acquisition
influential factors
作者简介
陈士法,男,山东曲阜人,1967年8月生,博士,中国海洋大学外国语学院教授,研究方向为心理语言学;王雪,女,山东曲阜人,1997年10月生,中国海洋大学外国语学院硕士研究生,研究方向为二语习得。
