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本文在概述附带词汇习得理论和实证研究的基础上进行了实验研究,通过听力和阅读两种不同输入方式下的前测与后测检验受试对目标词汇的掌握程度。研究人员对采集的数据进行了多角度分析,对比了听力和阅读过程中的附带词汇习得效果。结果表明尽管听力过程和阅读过程都有助于附带词汇习得的产生,但阅读过程中的附带习得词汇总体效果高于听力过程。听力过程有助于词汇在词形和词义方面的习得,但阅读过程更有利于词汇多方面知识的附带习得。研究人员还分析了目标词复现率、文内线索、超语言线索、词性等因素对附带词汇习得的影响,并阐述了本研究给外语教学带来的启示。
In this paper, we summarize the attached vocabulary acquisition theory and empirical research based on the experimental study, through listening and reading two different input methods of pre-test and post-test subjects to grasp the target vocabulary. The researchers conducted a multi-angle analysis of the collected data to compare the effectiveness of incidental vocabulary acquisition during listening and reading. The results show that although the process of hearing and reading contribute to the production of incidental vocabulary acquisition, the overall effectiveness of collated words in reading is higher than that of listening. Listening process helps lexical vocabulary and word meaning acquisition, but the reading process is more conducive to incidental acquisition of vocabulary knowledge. The researchers also analyzed the impact of the factors such as the recurrence rate of target words, clues in the text, super-clues and part-of-speech on the acquisition of incidental vocabulary and expounded the enlightenment brought by this study to foreign language teaching.