Contextualized Vocabulary Learning by Two Proficiency Groups : Focusing on Imagery Instruction and Context Imageability
Contextualized Vocabulary Learning by Two Proficiency Groups : Focusing on Imagery Instruction and Context Imageability
复制标题
两个熟练组的情境化词汇学习：关注意象教学和语境意象性
DOI：
10.20581/arele.24.0_1
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发表时间：
2013
期刊：
影响因子：
--
通讯作者：
Y. Hasegawa
中科院分区：
文献类型：
--
作者：
Y. Hasegawa
语境词汇学习是丰富心理词汇的重要过程；然而，过去的研究表明，语境化学习的成功程度在词汇熟练程度不同的群体之间往往是不同的。本研究探讨了低水平阅读群体获得与高水平阅读群体相同的词汇知识的条件，特别关注了从阅读语境中产生意象的心理过程。实验经过精心设计，考虑了(a)学习者的词汇熟练程度，(b)如何阅读上下文的指导，以及(c)提供的上下文的质量。只有当上下文难以想象时，两个熟练组在上下文提示的单词回忆任务上的分数才会出现显著差异；当实验组被提供更多的可想象情境，并被要求尝试想象情境所描述的情景（称为意象教学）时，低熟练程度组的分数与高熟练程度组的分数相等。基于意象教学并没有降低学习效率的发现，似乎没有理由避免以高度可想象情境的意义为重点的词汇教学。
Learning EFL vocabulary in context is an essential process fbr the enrichment of the mental lexicon; however, past studies have shown that the level of success of contextualized learning is often diffbrent between groups with different levels of lexical proficiency. The present study explores the conditions under which a lower proficiency group can gain as much vocabulary knowledge as a higher proficiency group, focusing especially on the mental process ofgenerating an image from reading contexts. The experiment was carefuily designed to take into account (a) learners' lexical proficiency, (b) instructien on how to read the context, and (c) quality of provided context, A significant difference in scores on a context-cued word-recall task between the two proficiency greups was fbund only when the context was less imageable; when the groups were presented with more imageable contexts and instructed to try to imagine the situation described by the context (referred to as imager:y instruction), the lower proficicncy group's scores were equal to the higher proficiency group's, Based on the finding that imagery instruction did not reduce learning eMciency, no reason appears to exist to avoid vocabulary teaching that fbcuses on the meaning ofa highly imageable context,