摘要
本研究采用实验方法探究听力与阅读两种输入模态下词汇附带习得与保持的效果,以及输入频率与语义透明度对词汇附带习得与保持的影响。实验结果表明:学习者在听力模态与阅读模态下都可以附带习得词汇,听力模态下的词汇习得与保持效果都稍逊于阅读,但并无统计意义上的显著差异。两种模态下的词汇习得都停留在低层次的接受性词汇知识阶段,且较难保持。输入频率对两种模态下词汇的习得与保持都表现出较强影响力,语义透明度则无显著影响。
This article compares the effects of different input modality （listening and reading） on incidental acquisition and retention of vocabulary based on an experiment. It also assesses the relationship between acquisition through each of these presentation modes and the two factors： frequency of occurrence and semantic transparency. The main results in this study are as follows： the listening subjects made vocabulary gains as well as the reading subjects. Although the incidental vocabulary acquisition and retention of the listening subjects was slightly inferior to the reading subjects, no significant difference was found between the two groups. It shows that the incidental vocabulary acquisition in both input modality remains as receptive vocabulary knowledge and easily to decay. Frequency of occurrence has a significant influence on the incidental vocabulary acquisition and retention in both modes while semantic transparency shows no marked impact.
出处
《汉语学习》
CSSCI
北大核心
2017年第6期87-95,共9页
Chinese Language Learning
基金
北京语言大学院级科研项目(中央高校基本科研业务费专项资金)"CSL词汇习得研究"(项目编号:17YJ080303)资助
关键词
输入模态
听力
阅读
词汇附带习得
input modality
listening
reading
incidental vocabulary acquisition
