Incidental Learning of Duplex Collocations from Reading: Three Case Studies.
Incidental Learning of Duplex Collocations from Reading: Three Case Studies.
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从阅读中偶然学习双重搭配：三个案例研究。
DOI：
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发表时间：
2018
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通讯作者：
Marijana Macis
中科院分区：
文献类型：
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作者：
Marijana Macis
关于从阅读中附带习得比喻语言的研究很少(例如，Webb，Newton，&Chang，2013)。这项研究考察了同时具有字面意义和比喻意义的搭配，即双重搭配(Macis&Schmitt，2007a)，以及阅读是否能够提高对这些搭配比喻意义的词汇知识。在三个案例研究中，相对较高级的第二语言学习者阅读了一本包含38个目标条目的半真实小说。通过一对一的访谈，这项研究考察了在意义回忆水平上发生了多少学习，以及重复如何影响这一知识。结果显示，每个参与者对超过一半的目标搭配的知识都得到了部分或全部的提高，重复始终是积极的，尽管在统计上并不总是显著的。
There is little research available on the incidental learning of figurative language from reading (e.g., Webb, Newton, & Chang, 2013). This study looked at collocations with both literal and figurative meanings, that is, duplex collocations (Macis & Schmitt, 2017a) and whether reading could enhance lexical knowledge of the figurative meanings of these collocations. In three case studies, relatively advanced second language (L2) learners read a semi-authentic novel that contained 38 target items. Through one-to-one interviews, the study examined how much learning occurred at the meaning-recall level and how repetition affected this knowledge. Results showed that knowledge of more than half of the target collocations for each participant was enhanced either partially or fully and that repetition was consistently positive, although not always statistically significant.