HOW INVOLVED ARE AMERICAN L2 LEARNERS OF SPANISH IN LEXICAL INPUT PROCESSING TASKS DURING READING?
HOW INVOLVED ARE AMERICAN L2 LEARNERS OF SPANISH IN LEXICAL INPUT PROCESSING TASKS DURING READING?
复制标题
美国西班牙语二级学习者在阅读过程中如何参与词汇输入处理任务？
DOI：
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发表时间：
2009
影响因子：
4.1
通讯作者：
D. Pulido
中科院分区：
文献类型：
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作者：
D. Pulido
本研究通过考虑二语阅读能力和背景知识等基于读者的因素的影响，考察了二语词汇输入处理（通过阅读）中的投入负荷（劳弗和胡尔斯廷，2001）的性质。所研究的词汇输入处理方面包括词汇推理（搜索）、目标词（TW）验证（评估）过程中的注意力分配、验证后的TW情景记忆、TW的保持以及词汇输入处理的变化。本研究还探讨了推理和保持之间的关系以及词汇输入处理各个阶段之间的关系。设计了一份关于在TW验证任务中自我报告策略使用情况的问卷，以考察动机和认知投入。对35名成年西班牙语二语学习者进行了横断面抽样，并采用了重复测量设计。参与者阅读包含无意义单词的记叙文（一篇较熟悉，一篇不太熟悉）。他们猜测TW的意思。读完所有故事后，参与者完成一项在线推理验证任务，其目的是确认或纠正猜测，并鼓励对TW进行更深入的处理。随后是TW情景记忆测试（是/否验证）和一份策略问卷。之后，参与者完成了两项测量意义接受性保持的测试。分析揭示了基于读者的变量在词汇输入处理的不同方面的不同影响，以及由于阅读能力和背景知识之间的相互作用导致的词汇输入处理的负面变化。结果表明基于读者的因素如何也影响学习者的投入和词汇输入处理。
This study examines the nature of the involvement load (Laufer & Hulstijn, 2001) in second language (L2) lexical input processing through reading by considering the effects of the reader-based factors of L2 reading proficiency and background knowledge. The lexical input processing aspects investigated were lexical inferencing (search), attentional allocation during target word (TW) verification (evaluation), TW episodic memory after verification, TW retention, and changes in lexical input processing. This study also addresses the relationships between inferencing and retention as well as the relationships among the various phases of lexical input processing. A questionnaire on self-reported strategy use during the TW verification task was designed to examine motivation and cognitive involvement. A repeated-measures design was used with a cross-sectional sample of 35 adult L2 learners of Spanish. Participants read narratives (one more and one less familiar) that contained nonsense words. They guessed the meanings of the TWs. After reading all of the stories, participants completed an online inference verification task whose goal was to confirm or to correct guesses and to encourage deeper processing of TWs. This was followed by a test of TW episodic memory (yes/no verification) and a strategy questionnaire. Afterward, participants completed two tests that measured receptive retention of meaning. Analyses reveal differential effects of the reader-based variables across the different aspects of lexical input processing and negative changes in lexical input processing due to an interaction between reading proficiency and background knowledge. Results illustrate how reader-based factors also affect learner involvement and lexical input processing.
DOI：
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发表时间：
2017
期刊：
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影响因子：
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作者：
M. Just;P. Carpenter
通讯作者：
M. Just;P. Carpenter