Text-based tasks and incidental vocabulary learning
Text-based tasks and incidental vocabulary learning
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基于文本的任务和附带词汇学习
DOI：
10.1177/026765839501100206
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发表时间：
1995
影响因子：
2.4
通讯作者：
Angela Joe
中科院分区：
文献类型：
--
作者：
Angela Joe
本个案研究调查了一名二语成人英语学习者通过阅读和复述任务获得的词汇知识。学习者参加了一个词汇知识的采访，其次是阅读和复述任务。口头协议是从复述任务的组成部分。随后，第二次词汇知识面试和两个多项选择题测试完成。本文讨论了注意、提取和生成三种学习条件对词汇学习的影响。注意到一个词的各个组成部分，并检索一个待学习的单词在一个基于文本的任务促进了不熟悉的单词的收购。更重要的是，词汇使用的质量，或更高水平的生成，似乎对词汇习得有更强大的影响。
This case study investigates the vocabulary knowledge gains made by an L2 adult learner of English as a result of performing a read and retell task. The learner participated in a vocabulary knowledge interview, followed by a read and retell task. An oral protocol was taken from the retelling component of the task. Subsequently, a second vocabulary knowledge interview and two multiple-choice tests were completed. The effects of three learning conditions (attention, retrieval and generation) which can facilitate vocabulary learning from text-based tasks are discussed. Attending to the various components of a word and retrieving a to-be-learnt word in a text-based task facilitate the acquisition of unfamiliar words. More importantly, the quality of vocabulary use, or a higher level of generation, appears to have had a more powerful effect on vocabulary acquisition.