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本研究以Krashen的输入假说、Craik和Lockhart的认知加工层次理论与Laufer和Hulstijn的投入量假设为理论框架,以中国英语专业大学生为研究对象,考察在英语学习过程中,词汇注释方式与语言水平对英语词汇附带学习效果的影响及交互作用。实验结果表明,在词汇的记忆和保持方面,词汇注释方式有明显的主效应,多项选择注释明显比单项注释能更好地帮助学生习得词汇,单项注释又明显好于无注释;而词汇水平对词汇记忆保持方面也有影响,高词汇水平学生明显比低词汇水平学生能更好地利用注释来记忆保持词汇,但注释方式和语言水平对词汇附带性习得的交互效应不明显。
In this study, Krashen’s input hypothesis, Craik and Lockhart’s cognitive processing level theory and Laufer and Hulstijn’s input hypothesis as the theoretical framework for the study of Chinese English majors in the process of English learning, vocabulary and language profiling The Influence of Levels on the Incidental Learning in English Vocabulary and Its Interaction. The experimental results show that there are obvious main effects of vocabulary annotation in terms of memory and retention of vocabulary. Multiple choice annotations are better than individual annotations to help students acquire vocabulary, and individual annotations are obviously better than no annotation. Levels also had an impact on the retention of lexical memory. Students at high lexicon significantly better use notes to memorize and maintain lexicon than learners at lexical level, but there was no obvious interaction between lexical proficiency and lexical proficiency.