INPUT, INTAKE, AND RETENTION
INPUT, INTAKE, AND RETENTION
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输入、吸收和保留
DOI：
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发表时间：
1997
影响因子：
4.1
通讯作者：
Yuichi Watanabe
中科院分区：
文献类型：
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作者：
Yuichi Watanabe
本研究考察了文本修改和任务对阅读附带习得外语词汇的影响。研究的重点是不同的线索类型(同位词、单项和多项选择的边缘注释)和一项任务(翻译)如何影响输入的处理、初始学习和目标词在语篇中的意义保持。日本大学的231名学生被随机分配到10个条件组。在一次前测、一次阅读任务和一次完形填空测试之后，他们接受了一次出人意料的词汇测试。一周后，还进行了两次意想不到的延迟后测。结果表明：(A)单项和多项选择的边缘注释条件均显著优于无线索和同位条件；(B)单项和多项选择的注释条件以及同位和无提示条件之间的差异均无统计学意义；(C)翻译任务没有效果。
This study investigated the effects of text modification and task on incidental learning of foreign language vocabulary by reading. The focus of the study was on how different cue types (appositives and single and multiple-choice marginal glosses) and a task (translation) would affect processing of input, initial learning, and retention of the meaning of target words in a text. Two hundred thirty-one students in Japanese universities were randomly assigned to 10 condition groups. After a pretest, a reading task, and a cloze test, they were given a surprise vocabulary test. A week later, two unexpected delayed posttests were also given. The results indicated that (a) both single and multiple-choice marginal gloss conditions performed significantly better than the no cue and the appositive conditions, (b) no statistically significant difference existed between the single and the multiple-choice gloss conditions nor between the appositive and the no cue conditions, and (c) the translation task had no effect.