Learning word pairs and glossed sentences: the effects of a single context on vocabulary knowledge
Learning word pairs and glossed sentences: the effects of a single context on vocabulary knowledge
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学习词对和注释句子：单一上下文对词汇知识的影响
DOI：
10.1177/1362168806072463
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发表时间：
2007
影响因子：
4.2
通讯作者：
S. Webb
中科院分区：
文献类型：
--
作者：
S. Webb
以往的研究探讨了语境化和非语境化任务对词汇学习的影响，主要集中在学习者是否能够获得意义和形式的知识。到目前为止，很少有研究表明语境有助于词汇学习。在促进意义和形式的知识方面，非语境化任务往往与语境化任务同样有效或更有效。然而，似乎更有可能通过从背景中学习获得的知识方面很少得到衡量。本研究考察了语境对语法功能、组合联想、聚合联想、正字法、意义和形式的影响。日本学生以词对和单个注释句的形式学习目标词。为了测量每个任务对词汇学习的影响，每个目标词被测试了10种不同的方法。结果表明，在单个注释句中遇到目标词的被试成绩与学习词对的被试成绩无显著差异。这表明，一个单一的注释句上下文可能对词汇知识的影响不大。每个任务对词汇知识的不同方面的影响进行了详细的讨论。
Previous research investigating the effects of contextualized and decontextualized tasks on vocabulary learning has focused on whether or not learners were able to gain knowledge of meaning and form. To date, research has generated little evidence indicating that context facilitates vocabulary learning. Decontextualized tasks tend to be equally or more effective than contextualized tasks at promoting knowledge of meaning and form. However, aspects of knowledge that would seem more likely to be gained through learning from context have rarely been measured. The present study examined the effects of context on grammatical functions, syntagmatic association, paradigmatic association, orthography, and meaning and form. Japanese EFL students learned target words in word pairs and a single glossed sentence. To measure the effects of each task on vocabulary learning each target word was tested in 10 different ways. The results showed that there was no significant difference between the scores of subjects who met target words in a single glossed sentence and those who learned word pairs. This suggests that a single glossed sentence context may have little effect on vocabulary knowledge. The effects each task had on the different aspects of vocabulary knowledge are discussed in detail.