Retention of Inferred and Given Word Meanings: Experiments in Incidental Vocabulary Learning
Retention of Inferred and Given Word Meanings: Experiments in Incidental Vocabulary Learning
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保留推断和给定的单词含义：附带词汇学习的实验
DOI：
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发表时间：
1992
期刊：
影响因子：
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通讯作者：
J. Hulstijn
中科院分区：
文献类型：
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作者：
J. Hulstijn
在外语/第二语言中争论不休的问题之一（以下简称L2）教学法目前的问题是：什么是更有效和更高效的L2词汇习得：（a）让二语学习者利用上下文中包含的信息来推断二语课文中出现的未识词的含义，或者（B）简单地让学习者马上知道未识词的含义，例如，通过提供母语（L1）的翻译或L2的同义词？一些研究者（如Bialystok，1983; Nation，1982; Nation and Coady，1988; Schouten-van Parreren，1985，1986）认为，当新单词出现在文本中时，学习者可以最好地学习它们的意思，必须由学习者自己从上下文中推断出来。这一观点基于两个假设（Craik和Tulving，1975年; Alberby，1978年; Alberby和Craik，1979年; Alberby，Craik和Begg，1979年）：
（一）
当被试必须推断或归纳问题的解决方案时，他们会比被给予问题的解决方案时投入更多的心理努力。
（B）
经过更多的脑力劳动获得的信息，比经过较少的脑力劳动获得的信息更容易被检索和回忆。
One of the much debated issues in foreign/second language (henceforth L2) pedagogy presently is the following question: What is more effective and efficient for L2 vocabulary acquisition: (a) letting L2 learners infer the meaning of an unknown word occurring in an L2 text, using the information contained in the context, or (b) simply giving learners the meaning of the unknown word right away, e.g. by providing a translation in the mother tongue (Ll) or a synonym in L2? Some researchers (e.g. Bialystok, 1983; Nation, 1982; Nation and Coady, 1988; Schouten-van Parreren, 1985, 1986) have suggested that new words can best be learnt when presented in texts and when their meaning must be inferred from context by learners themselves. This point of view is based on two assumptions (Craik and Tulving, 1975; Jacoby, 1978; Jacoby and Craik, 1979; Jacoby, Craik and Begg, 1979):
(a)
When subjects have to infer or induce the solution of a problem, they will invest more mental effort than when they are given the solution to the problem.
(b)
Information that has been attained with more mental effort can later be better retrieved and recalled than information that has been attained with less mental effort.