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通过对81名非英语专业大学生的不同任务类型、花在任务上的时间以及任务诱导的电子词典查阅量对大学生英语词汇的论证与保持作用进行研究,结果表明,任务诱发的目标词被关注的时间以及次数与词汇学习效果之间存在一定的关系。教师应在教学过程设计不同的任务提高大学生的学习效果,布置、选用涉及生词的任务,促使大学生进行多方面的词汇认知加工,有意识地提供机会让大学生及时复习和巩固所学单词,从而提高大学生的词汇记忆效果。
By analyzing the different task types of 81 non-English majors, the time spent on the task and the elicitation of task-guided electronic dictionaries, the author argues that the task-induced target words are of concern There is a certain relationship between time and frequency and the effect of vocabulary learning. Teachers should design different tasks in the teaching process to improve the learning effect, arrangement and selection of students’ vocabulary. Students should be encouraged to carry out a wide range of vocabulary processing and consciously provide opportunities for students to review and consolidate the words learned in a timely manner so as to improve their learning efficiency. College students’ vocabulary memory effect.