Second Language Vocabulary Acquisition: Vocabulary enhancement activities and reading for meaning in second language vocabulary acquisition
Second Language Vocabulary Acquisition: Vocabulary enhancement activities and reading for meaning in second language vocabulary acquisition
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第二语言词汇习得：词汇增强活动和阅读第二语言词汇习得的意义
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发表时间：
1996
期刊：
影响因子：
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通讯作者：
M. Wesche
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文献类型：
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作者：
T. Paribakht;M. Wesche
长期被忽视的词汇习得问题目前正在第二语言教学和研究中受到关注-反映了学习者对其的重视。但是，学习者如何习得词汇以及如何最好地教授词汇仍然远未明确。阅读理解过程可以提供一些线索。第一语言研究中有大量证据表明，随着时间的推移，广泛的阅读会导致词汇的习得，事实上，阅读可能是第一语言词汇扩展的主要原因，而不仅仅是普通口语中的前几千个单词。关于这个问题的第二语言研究很少，但有迹象表明，广泛的阅读计划通常比使用脱离语境的练习进行系统的词汇教学更有效（例如，参见Elley和Mangubhai，1983; Krashen，1989）。然而，通过阅读“偶然”习得的过程是缓慢的，而且没有办法预测哪些单词会被学习，什么时候会，也没有办法预测到什么程度。问题仍然是，教学干预是否可以支持这一过程，使其更直接和有效。本文的课堂实验试图做到这一点，使用教学程序，旨在提高L2学生在阅读文本中遇到的目标词的显着性和认知加工。这些实验使用最近开发的工具，词汇知识量表（Paribakht & Wesche，1993; Wesche & Paribakht，即将出版）来跟踪这些单词的习得。
Introduction The long-neglected issue of vocabulary acquisition is currently receiving attention in second language pedagogy and research – reflecting the importance always accorded it by learners. But it is still far from clear how learners acquire vocabulary or how it can best be taught. Reading comprehension processes may offer some clues. There is considerable evidence from first language studies that extensive reading for meaning leads to vocabulary acquisition over time, and indeed that reading probably accounts for most L1 vocabulary expansion beyond the first few thousand words in common oral usage. Second language research on this issue is sparse, but what there is indicates that extensive reading programs are generally more effective than systematic vocabulary instruction using decontextualized exercises (see, for example, Elley and Mangubhai, 1983; Krashen, 1989). The process by which “incidental” acquisition through reading occurs is slow, however, and there is no way to predict which words will be learned, when, nor to what degree. The question remains as to whether instructional intervention could support the process and make it more directed and efficient. The classroom experiments reported here attempt to do this, using instructional procedures designed to increase the salience and cognitive processing of targeted words encountered by L2 students in reading texts. These experiments track the acquisition of these words using a recently developed instrument, the Vocabulary Knowledge Scale (Paribakht & Wesche, 1993; Wesche & Paribakht, forthcoming).