The Effects of Context on Incidental Vocabulary Learning.
The Effects of Context on Incidental Vocabulary Learning.
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语境对词汇附带学习的影响。
DOI：
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发表时间：
2008
期刊：
影响因子：
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通讯作者：
S. Webb
中科院分区：
文献类型：
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作者：
S. Webb
日本大学生学习英语作为一门外语（EFL），遇到10个目标词在3组10个短的上下文，可用于推断目标词的含义的信息量进行了评级。一组学生在语境中遇到的目标词比另一组学生阅读的语境更高。在治疗后进行了一项突击词汇测试，测量形式回忆、形式识别、意义回忆和意义识别。结果表明，阅读包含更多上下文线索的上下文的一组在两个意义测试中的得分都显着更高。研究结果表明，语境的质量，而不是与目标词的数量可能有更大的影响，获得知识的意义。相反，相遇的次数对形式知识的影响更大。
Japanese university students learning English as a foreign language (EFL) encountered 10 target words in 3 sets of 10 short contexts that were rated on the amount of information available to infer the target words’ meanings. One group of learners met the target words in contexts rated more highly than the contexts read by the other group. A surprise vocabulary test that measured recall of form, recognition of form, recall of meaning, and recognition of meaning was administered after the treatments. The results showed that the group that read the contexts containing more contextual clues had significantly higher scores on both tests of meaning. The findings indicate that the quality of the context rather than the number of encounters with target words may have a greater effect on gaining knowledge of meaning. Conversely, it is the number of encounters that will have a greater effect on knowledge of form.