工科学生阅读过程中词汇附带习得研究

The Effect of Evaluation Factor on the Incidental Vocabulary Acquisition through Reading

摘要: Hulstijn和Laufer认为，由阅读任务引发的投入量包括需求、搜寻和评估三个因素，投入量的大小直接决定了学习者在阅读过程中对词汇的习得与保持。本研究基于投入量假设，对北京某高校石油化工专业学生的词汇附带习得情况进行了实证性研究，旨在探讨三因素对于阅读过程中词汇附带习得的影响是否相同，以期对EFL (English as a Foreign Language)环境下的词汇教学与学习带来启示。结果表明，投入量相同，但三因素强弱水平不一的阅读任务对于学习者词汇的习得和保持影响明显不同。评估因素的影响具有决定性。对于词汇附带习得而言，在原创语境下，产出性地使用目标词的阅读任务效果最好。对于词汇教学和词汇学习而言，评估因素较强的关注意义的任务值得推荐。

Abstract: This empirical study investigates the respective effectiveness of three factors (need, search and evaluation) included in task-induced involvement load on the EFL vocabulary learning and reten-tion. Three tasks with the same amount of involvement load but containing different factors are assigned to 108 students majoring in petro-chemistry at Beijing Institute of Petrol-chemical Technology in China. After these reading tasks, the participants are given an unannounced immediate posttest. One week later, the participants are given the delayed posttest. A 3 × 2 analysis of variance (ANOVA) is employed to process the scores and identify the relationship between the EFL incidental vocabulary learning and the three factors contained in the involvement loads. The results are assumed to show that the Evaluation factor is more decisive and crucial than the other two factors (need and search). Learners benefit more by using the target words in their original contexts. That means vocabulary instruction should focus on tasks that require high degrees of evaluation.