阅读任务对词汇附带习得的影响——检验投入量假设的实证研究

摘要

The study intends to compare the effects of different reading tasks on the incidental vocabulary acquisition to testify the Involvement load Hypothesis. Four parallel classes of non-English major freshmen separately completed different reading tasks. The immediate vocabulary test and one-week later delayed vocabulary test were distributed a- mong the students. The results of the study only partially testified the Involvement load Hypothesis. The tasks with a higher involvement load don' t necessarily result in more effective incidental vocabulary acquisition than the task with a lower involvement load and the effects of different reading tasks with the same involvement load on incidental vocabulary acquisition also show a difference.%通过比较不同阅读任务对词汇附带习得的影响来验证投入量假设的合理性。实验以大一非英语专业的大学生为对象,4个平行班分别完成了不同的阅读任务,任务完成之后进行了及时词汇测试和1周之后的延时词汇测试。实验结果仅部分验证了投入量假设,投入量越高的任务未必能更好地促进词汇附带习得,而同等投入量下的不同阅读任务对词汇附带习得的影响也具有差异性。