论文部分内容阅读
本文根据投入量假设(Involvement Load Hypothesis,Laufer&Hulstijn 2001),假设英语学习任务,如阅读理解、造句、查字典等,因其包含的投入量(Involvement Load)不同,导致对附带词汇习得的效果不同,投入量越高的任务,词汇附带习得的效果越好。又因为各任务包含的投入量的三个细分元素(need,search,evaluation)的权重不同,在各元素的不同效力作用下,各任务的附带词汇习得的效果不仅受到投入量的绝对数量的影响,还应受到投入量各细分元素的不同分布的影响。我们的实验在很大程度上证实了这两个假设。此外,我们的研究还显示,尽管更高的投入量的确导致更好的词汇附带习得的效果,但却受制于人的有限的处理能力,一旦任务需求的处理能力超出我们的限度,更高的投入量将停止起作用。
Based on the hypothesis of Involvement Load Hypothesis (Laufer & Hulstijn 2001), this paper assumes that English learning tasks such as reading comprehension, sentence making and dictionary searching have different effects on incidental vocabulary acquisition because of their different Involvement Loads. , The higher the amount of input tasks, vocabulary acquisition with the better. And because the weights of three elements (inputs, search, evaluation) of inputs involved in each task are different, under the different effects of different elements, the effect of incidental vocabulary acquisition of each task is not only affected by the absolute amount of input Of the impact, but also by the input of the various elements of the different distribution of the impact. Our experiments to a large extent confirmed these two hypotheses. In addition, our research also shows that although higher input does lead to better co-lexical acquisition, it is subject to the limited processing power of the human and the higher input once the capacity of the task demands exceeds our limits The amount will stop working.