共查询到19条相似文献，搜索用时 718 毫秒
1.
徐弢 《遵义师范学院学报》2008,10(3)
本文通过实证研究比较了三组来自贵州高校英语专业的学生分别完成三项涉及目标词的阅读任务后目标词的即时记忆和延时记忆,并结合词汇测试成绩与受试阅读策略问卷调查结果,就阅读中的认知策略和元认知策略对词汇附带习得的作用进行了进一步的探讨。实验结果表明：“投入量”有一定的合理性,但并不能完全体现学习者在词汇附带学习过程中的投入程度;词汇附带习得还受到阅读中学习者的认知策略和元认知策略的影响。 相似文献
2.
本研究以“投入量假设”为理论基础,通过比较三项阅读任务（阅读理解、词汇测试和使用目标词造句）对学习者词汇习得和阅读的影响,探索适合职业本科学生的词汇学习方式。研究结果表明：阅读任务可促进词汇附带习得;不同的阅读任务所需认知投入量不同。任务投入量越大,越有助于学习者的词汇习得;目的性词汇学习方式和附带性词汇习得方式都有助于词汇的短时记忆,任务投入量最高的阅读任务——造句更利于词汇的延时记忆;若任务投入量超出学习者本身有限的认知资源,阅读理解的效果则会受到影响。同时,文章还探讨了该研究对英语词汇及阅读教学的指导意义。 相似文献
3.
近年来,国内有研究者针对阅读中的词汇附带习得现象,从学习者的二语综合水平、阅读任务、认知过程、输出任务和目标词的输出频率几个方面,进行了各种大胆的实验设计和实证研究。以往的研究证明"投入量"的制定必须考虑时间及学习者外语水平因素对词汇习得的影响,二语综合水平和词汇知识水平与二语阅读过程中词汇附带习得呈正相关,"投入量"假设在网络阅读环境中具有可行性,专注于意义的自然阅读有助于词汇附带习得,输出任务对促进词汇习得有显著作用,阅读词汇附带习得是频率累计习得的过程。这些研究结果给二语词汇学习及教学提供了有益的启示。 相似文献
4.
该研究基于Laufer和Hulstijn在2001年提出的投入量假设设计了三种不同的阅读任务,对广西某大学独立学院经管系大二的非英语专业学生的词汇附带习得进行了实证研究。结果表明,不同投入量的阅读任务对非英语专业学习者的词汇习得和记忆有着不同影响,但只有投入量大的输出型任务和投入量小的任务在数据上存在显著差异,而同一投入量但投入量具体成分不同的阅读任务对其影响也存在显著差异,学习者词汇量水平在一定程度上和词汇附带习得正相关。 相似文献
5.
任俊强 《兰州教育学院学报》2013,(9):45-46,48
投入量假设认为,阅读过程中的任务投入量可以从"需求"、"搜索"和"评估"三个维度来衡量。投入量越高,附带词汇习得的效果越好。研究结果表明,任务类型不针对目标词的情况下,任务投入量越高,即时性的词汇习得效果越好;学习者较少对词汇的意义进行深入"评估","评估"维度任务投入量的差异对词汇即时性习得影响不显著;"搜索"维度的任务投入量对即时性词汇习得影响显著;任务投入量的多少对延时性的词汇保持影响不显著。 相似文献
6.
该文通过对中国非英语专业大学生写作和阅读两种任务词汇附带习得研究,发现:1)非英语专业大学生通过阅读任务附带习得词汇比通过写作任务附带习得词汇效果更好;2)具体词比抽象词的附带习得量要高;3)阅读任务后词汇附带习得的保持量仍然高于写作任务,具体词的保持量也高于抽象词的保持量。研究结果表明任务本身的投入量并非与词汇附带习得效果成正比,学习者的注意力是有限的,当任务本身需要大量投入时其结果必然影响词汇的附带习得。 相似文献
7.
《校园英语(教研版)》2016,(11):46-47
本文以Laufer和Hulstijin提出的投入量假设为理论基础,探讨不同的阅读任务投入量对英语专业学生词汇附带习得产生的影响。本研究采用实验设计,对三个实验组实施不同的阅读任务,并对阅读任务进行量化,分析投入量不同的阅读任务对词汇附带习得的即时作用和延时作用是否具有显著差异。在此研究的基础上,以期对国内二语词汇的教学有一定的启示作用。 相似文献
8.
门群 《河北北方学院学报(社会科学版)》2012,(2):100-103
通过实证研究的方法,检验不同猜词能力对于词汇附带习得的影响。实验中,控制词汇量、投入量、语篇难度变量,对英语水平较好的26名受试同时进行语境猜词的训练。结果显示:猜词能力越强,学习者就更容易在阅读中附带习得词汇的全部知识;反之学习者获得的词汇量较小,且只是词汇的部分知识。这一结果说明词汇附带学习和直接学习相结合才能更好地提高学生的词汇量和促进词汇全面知识的掌握。 相似文献
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10.
《佳木斯教育学院学报》2016,(9)
在英语学习中,词汇的掌握起着重要的作用。不同的学习任务会对词汇附带习得产生不同的影响。任务投入量越大,词汇习得和保持的效果越好。本文基于"投入量假设"这一基本原理来探讨在阅读中,不同的任务投入量对词汇附带习得的影响。 相似文献
11.
伴随性学习一直是词汇学习讨论的焦点问题之一。本文在Ebbinghaus的遗忘曲线和Pimsleur的记忆方案基础上,操作了一次历时近一个月的实验,对比研究了刻意学习法（背词表）和伴随性学习法的学习效果。结果发现：1）背词表组成绩普遍高于伴随性学习组。但难以掌握词义抽象的词语;2）伴随性学习组在开始阶段受到“伴随性”影响,容易忽略目标词,学习成绩较差。但有机会掌握词义抽象的词语,在词汇输出上更有创造性,学习积极性高。 相似文献
12.
The thesis firstly introduced the incidental vocabulary acquisition and involvement load hypothesis.The empirical study explores effectiveness of different learning tasks on incidental vocabulary acquisition.After analysis and comparison,the results reveal learning tasks with higher involvement load are generally more effective for incidental vocabulary acquisition than tasks with lower. 相似文献
13.
汉语阅读中的伴随性词汇学习再探 总被引：2，自引：0，他引：2
本文在钱旭菁研究的基础上，再次使用钱文调查用的阅读文章对北京大学对外汉语教育学院19名中级以上水平的留学生做了有关伴随性词汇学习的调查。结果显示，汉语水平高一些的留学生伴随性词汇学习的效果更好，伴随性词汇学习是一个普遍现象。研究还发现，目标词和语境线索的位置关系、是否认识汉字等因素对伴随性词汇学习的效果也有一定的影响。 相似文献
14.
It is unclear how children develop the ability to learn words incidentally (i.e., without direct instruction or numerous exposures). This investigation examined the early achievement of this skill by longitudinally tracking the expressive vocabulary and incidental word-learning capacities of a hearing child of Deaf adults who was natively learning American Sign Language (ASL) and spoken English. Despite receiving only 20% of language input in spoken English, the child's expressive vocabularies at 16 and 20 months of age, in each language, were similar to those of monolingual age-matched peers. At 16 months of age, the child showed signs of greater proficiency in the incidental learning of novel ASL signs than she did for spoken English words. At 20 months of age, the child was skilled at incidental word learning in both languages. These results support the methodology as it applies to examining theoretical models of incidental word learning. They also suggest that bilingual children can achieve typical vocabulary levels (even with minimal input in one of the languages) and that the development of incidental word learning follows a similar trajectory in ASL and spoken English. 相似文献
15.
Joana Acha 《British journal of educational technology : journal of the Council for Educational Technology》2009,40(1):23-31
The present experiment investigated the effect of three different presentation modes in children's vocabulary learning with a self-guided multimedia programmes. Participants were 135 third and fourth grade children who read a short English language story presented by a computer programme. For 12 key (previously unknown) words in the story, children received verbal annotations (written translation), visual annotations (picture representing the word), or both. Recall of word translations was better for children who only received verbal annotations than for children who received simultaneously visual and verbal annotations or visual annotations only. Results support previous research about cognitive load in e-learning environments, and show that children's learning processes are hindered by limited working memory. This finding implies a challenge for multimedia programmes designed for children and based on self-regulated learning. 相似文献
16.
Carmen M. P. Damhuis Eliane Segers Femke Scheltinga Ludo Verhoeven 《School Effectiveness & School Improvement》2016,27(3):441-454
We examined the effects of adaptive word retrieval intervention on a classroom vocabulary program on children’s vocabulary acquisition in kindergarten. In the experimental condition, word retrieval was provided in a classroom vocabulary program, combining implicit and explicit vocabulary instructions. Children performed extra word retrieval activities and received semantic feedback for words they did not learn during the classroom vocabulary program. Eighty-seven children were in the experimental condition, and 115 children were in the classroom vocabulary control condition. Results showed the adaptive word retrieval intervention to stimulate higher learning gains than the classroom vocabulary program on the learning of the target words. Children in the experimental condition also showed transfer effects; they described more words on a standardized expressive vocabulary test than children in the control condition. The research findings suggest additional value of word retrieval with feedback for classroom vocabulary learning. 相似文献
17.
《校园英语(教研版)》2016,(34)
Most Chinese students are not interested in English learning, especially English words. In this paper, I focus on English vocabulary learning, for example, the study of high school students English word learning method, and also introduce several ways to make vocabulary memory becomes more effective. The purpose is to make high school students grasp more English word learning skills. 相似文献
18.
Sung Hee Lee 《Reading and writing》2017,30(7):1595-1616
Previous studies revealed that young children learn novel word meanings by simply reading and listening to a printed book. In today’s classroom, many children’s e-books provide audio narration support so young readers can simply listen to the e-books. The focus of the present study is to examine the effect of e-book reading with audio narration support on the novel vocabulary learning of first grade students with advanced, average, and poor reading abilities. The effect of adding teacher’s word explanation on novel word learning was also examined. By employing a within-subject design, students read an e-book that contained ten explained words and another e-book containing ten unexplained words. Their performances were compared to ten unexposed control words. As a whole group, results indicated that teacher’s word explanation resulted in greater word learning compared to when word explanation was not provided. However, e-book reading conditions without teacher’s word explanation did not lead to incidental word learning from the e-book context compared to the unexposed control words. When the students were divided into subgroups based on their reading abilities, readers with higher reading abilities learned more word meanings from e-book with teacher’s word explanation. However, three subgroups of readers showed different patterns of word learning across the e-book with and without word explanation and the control conditions. Educational implications of using e-books for students with different reading abilities and limitations are discussed. 相似文献
19.
余清萍 《宁波教育学院学报》2011,13(3):57-59,67
经过研究发现:语篇对学生自然条件下阅读词汇习得没有显著的影响;缺少语篇知识不利于学生猜测生词;丰富的图式虽然有助于学生猜测生词,但同时也减少了学生对生词的注意,且不能引发深层次加工,不利于词汇的长久记忆。 相似文献