Concordancers in the EFL Classroom: Cognitive Approaches and Collocation Difficulty
Concordancers in the EFL Classroom: Cognitive Approaches and Collocation Difficulty
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英语课堂中的索引：认知方法和搭配困难
DOI：
10.1076/call.16.1.83.15528
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发表时间：
2003
期刊：
影响因子：
--
通讯作者：
Li
中科院分区：
文献类型：
--
作者：
Yu;Li
本研究旨在探讨归纳法与演绎法在搭配学习中的相对有效性。认知方法和水平的搭配难度之间的关系也进行了研究。本研究以台湾某高中二年级学生81名为研究对象。结果表明，归纳组的搭配学习成绩显著优于演绎组，而简单搭配似乎更适合于一致性学习。
The study investigates the relative effectiveness of inductive and deductive approaches to learning collocations by using a concordancer. The relationship between cognitive approaches and levels of collocation difficulty is also examined. Eighty-one second-year students from a senior high school in Taiwan participated in the study. The results showed that the inductive group improved significantly better than the deductive group in the performance of collocation learning and easy collocations seem to be more suitable in the concordancer learning setting.