Type of task, time-on-task and electronic dictionaries in incidental vocabulary acquisition
Type of task, time-on-task and electronic dictionaries in incidental vocabulary acquisition
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词汇附带习得中的任务类型、任务时间和电子词典
DOI：
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发表时间：
2003
期刊：
影响因子：
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通讯作者：
B. Laufer
中科院分区：
文献类型：
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作者：
Monica R. Hill;B. Laufer
AbstractAcomputer-basedstudycomparedtheeffectofthreetasktypesonincidentalL2vocabulary学习基于任务诱发的词典活动量和time-on-task.Ninety-sixChineseESLstudentsreadatextcontainingtwelveunfamil-iar目标项目，并完成三个任务之一：面向形式的生产任务、面向形式的理解任务或面向意义的任务。文本呈现在计算机上，可以在电子注释中查找单词。即时词汇测试和延迟词汇测试的结果表明，两种形式取向的词汇测试结果均优于意义取向的词汇测试结果。在任务上的时间上没有显著的差异，但在任务产生的词典活动量上有显著的fifi差异。因此，我们得出结论，决定词汇学习任务有效性的一个重要因素是任务所产生的词汇相关活动的数量。1.背景1.1.阅读中的词汇学习Oneofthecontentiousissuesinsecondlanguagevocabularylearningistheex-tenttowhichtheexposuretowrittenlanguageinputisaneffectiveandefficientmeans学习词汇。研究阅读和第一语言词汇的研究人员发现，小学入学时，母语人士的词汇量估计为5000个单词，他们每年迅速增加约1000个单词(Nagy 1997；Saragi等人)。1978年)。由于学习者被书面语迷住了，特别是从高中开始，vocabu-laryhasbeenattributedtoextensivereading.Byentrytouniversity，Gouldental的使用量增加了。(1990)提出，受过教育的成年人的词汇量约为2万个词族。事实上，词汇的这种增长不能用直接词汇习得来解释(Nagy等人)。1985年；《国家与科迪》1988年)。
AbstractAcomputer-basedstudycomparedtheeffectofthreetasktypesonincidentalL2vocabulary learning, on task-induced amount of dictionary activity and time-on-task.Ninety-sixChineseESLstudentsreadatextcontainingtwelveunfamil-iar target items and performed one of the three tasks: a form-oriented produc-tion task, a form-orientedcomprehensiontaskor a meaning-orientedtask. Thetext was presentedon computer and the words could be looked up in electronicglosses. The results of immediate and delayed vocabulary tests showed thatthe two form-oriented tasks yielded better results than the meaning-orientedtask. There was no significant difference in time-on-task, but there was a sig-nificant difference in the amount of dictionary activity the tasks generated. Weconcluded, therefore, that an important factor determining task effectivenessfor vocabulary learning is the amount of word-related activity that the taskinduces. 1. Background 1.1. Vocabulary learning during reading Oneofthecontentiousissuesinsecondlanguagevocabularylearningistheex-tenttowhichtheexposuretowrittenlanguageinputisaneffectiveandefficientmeans of learning vocabulary. Researchers of reading and L1 vocabulary haveshown that with an estimated vocabulary of 5,000 words on entry to primaryschool, native speakers quickly increase their word power by around 1,000words per year (Nagy 1997; Saragi et al. 1978). Since learners are delugedwith written texts, especially from high school onwards, increase in vocabu-laryhasbeenattributedtoextensivereading.Byentrytouniversity,Gouldenetal. (1990) suggest that the vocabulary size of educated adults is around 20,000word families. Indeed such gains in vocabulary could not be accounted for bydirect vocabulary acquisition (Nagy et al. 1985; Nation and Coady 1988).