AT WHAT RATE DO LEARNERS LEARN AND RETAIN NEW VOCABULARY FROM READING A GRADED READER
AT WHAT RATE DO LEARNERS LEARN AND RETAIN NEW VOCABULARY FROM READING A GRADED READER
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学习者通过阅读分级读物学习和保留新词汇的速度是多少
DOI：
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发表时间：
2001
期刊：
影响因子：
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通讯作者：
M. Takaki
中科院分区：
文献类型：
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作者：
R. Waring;M. Takaki
本研究旨在探讨学生在阅读400个中心词的分级读物《小公主》中词汇学习的速度。为了确定不同出现频率的单词是否更容易被学习、保留或遗忘，选择了出现频率不同的5个波段（15至18次）内的25个单词。更改每个单词的拼写，以确保15名中级（或以上）日本女性受试者不知道每个测试项目。在阅读后立即、一周后和延迟三个月后进行三项测试（单词形式识别、提示意义识别和非提示意义识别）。结果表明，词汇可以附带习得，但大部分词汇并没有习得。更频繁的单词更容易被学习，也更能抵抗衰退。数据表明，平均而言，25个项目中只有一个项目的含义在三个月后会被记住，而遇到少于八次的项目的含义在三个月后都不会被记住。因此，这些数据表明，从一个分级的读者的阅读中保留的新词汇非常少，并且需要大量的分级阅读来建立新词汇。我们建议，阅读分级读者的好处，不应只通过研究词汇的获得和保留，但通过看分级读者如何帮助发展和丰富已知的词汇进行评估。
This study examined the rate at which vocabulary was learned from reading the 400 headword graded reader A Little Princess . To ascertain whether words of different frequency of occurrence rates were more likely to be learned and retained or forgotten, 25 words within five bands of differing frequency of occurrence (15 to 18 times to those appearing only once) were selected. The spelling of each word was changed to ensure that each test item was unknown to the 15 intermediate level (or above) female Japanese subjects. Three tests (word-form recognition, prompted meaning recognition and unprompted meaning recognition) were administered immediately after reading, after one week and after a three month delay. The results show that words can be learned incidentally but that most of the words were not learned. More frequent words were more likely to be learned and were more resistant to decay. The data suggest that, on average, the meaning of only one of the 25 items will be remembered after three months, and the meaning of none of the items that were met fewer than eight times will be remembered three months later. The data thus suggest that very little new vocabulary is retained from reading one graded reader, and that a massive amount of graded reading is needed to build new vocabulary. It is suggested that the benefits of reading a graded reader should not only be assessed by researching vocabulary gains and retention, but by looking at how graded readers help develop and enrich already known vocabulary.