The Effects of Word Exposure Frequency on Incidental Learning of the Depth of Vocabulary Knowledge
The Effects of Word Exposure Frequency on Incidental Learning of the Depth of Vocabulary Knowledge
复制标题
词汇接触频率对词汇知识深度附带学习的影响
DOI：
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
Feng Teng
中科院分区：
文献类型：
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作者：
Feng Teng
本研究考察了学生在阅读一本300个中心词的分级读物《星星动物园》中词汇深度知识的习得和保留率。共有30名在中国学习英语作为外语（EFL）的大学生自愿参加了一个阅读项目。词汇深度知识的附带学习和保持被测量，补充了以前的研究沿着这条线。词汇知识的深度是通过使用六个频率范围内的36个测试项目（20次以上到一次）来考察的。目标词被替换为伪词。两个测试被用来测量接受性和产出性词汇知识。本研究分三个阶段完成：学生第一次阅读本书并完成测试;七天后学生第二次阅读本书并完成测试;最后，三个月后完成保持测试。研究结果表明，通过阅读附带习得的词汇量非常有限，而且这种词汇习得主要是建立在词汇出现频率高的基础上的，也就是说，词汇出现频率越高，学习者的词汇习得越好。中国英语学习者识别词汇知识需要遇到单词的次数为14次，产出性词汇知识至少需要18次。这项研究表明，应注意建立知识的已知的单词，而不是单纯地介绍新的单词，单词曝光频率和精心的单词处理是重要的成功的词汇发展的一部分。DOI：http://doi.org/10.17576/gema-2016-1603-04网站
This study examined the rate at which depth of vocabulary knowledge was learned and retained from reading a 300-headword graded reader, The Star Zoo. A total of 30 tertiary-level students who learn English as a foreign language (EFL) in China volunteered to take part in a reading program. Incidental learning and retention of the depth of vocabulary knowledge was measured, complementing previous research along this line. The depth of vocabulary knowledge was examined by using 36 test items within six bands of frequency (more than 20 times to only once). The target words were substituted with pseudo-words. Two tests were employed to measure receptive and productive vocabulary knowledge. This study was completed in three sessions: Students read the book for the first time and finished tests; students read the book for the second time seven days later, and finished tests; finally, retention tests were completed three months later. The findings showed that incidental vocabulary learning through reading was very limited, and this learning was largely based on a high frequency of word occurrence, that is, the higher the frequency level was, the better the learners’ word-learning was. The number of times that Chinese EFL learners needed to encounter a word to recognize vocabulary knowledge was 14 times, and at least 18 times were needed for productive vocabulary knowledge. This study shows that attention to building knowledge of known words instead of solely introducing new words should be paid, and that both word exposure frequency and elaborate word processing are important as part of successful vocabulary development. DOI: http://doi.org/10.17576/gema-2016-1603-04