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本研究探讨了单词复现频率与语境丰富度对阅读中词汇知识习得的影响。35名英语专业学生阅读一篇短文。短文中部分高频词被替换成假词并斜体加粗。阅读完短文后,学生做了十个词汇知识测试。作者对学生的考试结果进行了多元回归分析,并对部分学生进行了采访。研究发现:(a)单词复现频率和语境丰富度共同对词汇知识,如拼写、词性和横组合关系产生影响,但单词复现频率比语境丰富度的影响更大;(b)对词汇知识,如单词意思和纵组合关系而言,只有语境丰富度对其产生影响,而单词复现频率不起作用;(c)语法、词性等词汇知识通过内隐学习即可习得,而单词意思则需通过学习者有意识地注意、加工方能成功习得,即通过外显学习习得。
This study explores the impact of the frequency of word repetition and context enrichment on vocabulary knowledge acquisition in reading. 35 English majors read an essay. Some of the high frequency words in the essay are replaced by fake words and italicized bold. After reading the essay, the student did ten vocabulary knowledge tests. The author conducted a multiple regression analysis of student test results and interviewed some of the students. The findings are as follows: (a) Word repetition frequency and context richness have an impact on lexical knowledge such as spelling, part of speech and cross combination, but the frequency of word repetition is more affected than context richness; (b) Vocabulary knowledge, such as word meanings and vertical combination relations, affects only the contextual richness and the frequency of words reproduction does not work; (c) Lexical knowledge of grammar, part of speech, etc. can be learned through implicit learning, The meaning of the word need to consciously through the learner’s attention, processing can be successfully acquired, that is, through explicit learning.