输入频次与输入间隔对英语短语动词习得的影响
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摘要
输入频次和输入间隔均为词汇习得领域关注的话题,但较少研究同时考察两者对句子语境下短语动词习得的影响。本研究比较了3种输入频次和3种输入间隔条件下270名高中生习得短语动词的接受和产出性形义知识的成效。4项测试结果一致表明,输入频次的叠加显著促进了短语动词的习得,其效果均为:6次>4次>2次;输入间隔在频次突破阈值后发挥了显著作用,其效果均为:间隔1天>间隔0. 5天>间隔3天。本研究结论对如何依据频次和记忆理论提高基础阶段英语短语动词的教学效率有一定的启示。
Both input frequency and input interval are topics of interest in vocabulary acquisition research,yet very few empirical studies have examined the impact of both on the acquisition of phrasal verbs in sentence context. The present study investigates how 270 senior high students acquired the receptive and productive morphological knowledge of phrasal verbs in sentences under the conditions of 3 input frequencies plus 3 input intervals. The results of 4 tests consistently show that cumulative input frequency significantly promotes the acquisition of phrasal verbs and the effects are: 6 times>4 times>2 times; the input interval plays a significant role after the input frequency exceeds the threshold,and the effects are: 1 day interval> 0. 5 day interval> 3 days interval. The findings of the study have implications on how to improve the teaching efficiency of English phrasal verbs in senior high school based on frequency and memory theory.
Both input frequency and input interval are topics of interest in vocabulary acquisition research,yet very few empirical studies have examined the impact of both on the acquisition of phrasal verbs in sentence context. The present study investigates how 270 senior high students acquired the receptive and productive morphological knowledge of phrasal verbs in sentences under the conditions of 3 input frequencies plus 3 input intervals. The results of 4 tests consistently show that cumulative input frequency significantly promotes the acquisition of phrasal verbs and the effects are: 6 times>4 times>2 times; the input interval plays a significant role after the input frequency exceeds the threshold,and the effects are: 1 day interval> 0. 5 day interval> 3 days interval. The findings of the study have implications on how to improve the teaching efficiency of English phrasal verbs in senior high school based on frequency and memory theory.
引文
[1]戴劲.输入方式、输入次数与语篇理解[J].外语教学与研究,2007,(4):285-293.
[2]杜娟,张一平.任务重复对中国大学英语学习者口语产出的影响[J].外语界,2011,(2):19-27.
[3]洪炜,杨静.复现率对汉语二语者多维词汇知识学习的影响[J].解放军外国语学院学报,2017,(6):27-35.
[4]刘宽平.记忆在第二语言认知过程中的作用[J].外语教学,2005,(4):54-57.
[5]张萍.中国学生英语搭配加工中母语语义启动与词类效应研究[J].外语教学与研究,2017,(6):818-832.
[6]周统权,周思若.从语言加工的预期性到定中结构加工的预期性[J].当代外语研究,2018,(2):18-24.
[7]Bahrick,H.P.,L.E.Bahrick,A.S.Bahrick & P.E.Bahrick.Maintenance of foreign language vocabulary and the spacing effect[J].Psychological Science,1993,4(5):316-321.
[8]Bahrick,H.P. & E.Phelphs.Retention of Spanish vocabulary over 8 years[J].Journal of Experimental Psychology:Learning,Memory,and Cognition,1987,13(2):344-349.
[9]Cepeda,N.J.,H.Pashler,E.Vul,J.T.Wixted & D.Rohrer.Distributed practice in verbal recall tasks:Areview and quantitative synthesis[J].Psychological Bulletin,2006,132(3):354.
[10]Chen,C. & J.Truscott.The effects of repetition and L1 lexicalization on incidental vocabulary acquisition[J].Applied Linguistics,2010,31(5):693-713.
[11]Dempster,F.N.Distributing and managing the conditions of encoding and practice[J].Memory,1996,10(1):317-344.
[12]Dowhower,S.L.Repeated reading revisited:Research into practice[J].Reading and Writing Quarterly,1994,10(4):389-406.
[13]Ebbinghaus,H.Memory:A Contribution to Experimental Psychology[M].New York:Teachers College,Columbia University Press,1885.
[14]Ellis,N.Frequency-based accounts of second language acquisition[C]//S.Gass & A.Mackey.The Routledge Handbook of Second Language Acquisition.New York:Routledge,2012:193-210.
[15]Garnier,M. & N.Schmitt.The PHaVE list:A pedagogical list of phrasal verbs and their most frequent meaning senses[J].Language Teaching Research,2015,19(6):645-666.
[16]Gerbier,E.,T.C.Toppino & O.Koenig.Optimising retention through multiple study opportunities over days:The benefit of an expanding schedule of repetitions[J].Memory,2015,23(6):943-954.
[17]Glenberg,A.M.Component-levels theory of the effects of spacing of repetitions on recall and recognition[J].Memory & Cognition,1979,7(2):95-112.
[18]Jensen,E.D. & T.Vinther.Exact repetition as input enhancement in second language acquisition[J].Language Learning,2003,53(3):373-428.
[19]Küpper-Tetzel,C.E.,I.V.Kapler & M.Wiseheart.Contracting,equal,and expanding learning schedules:The optimal distribution of learning sessions depends on retention interval[J].Memory & Cognition,2014,42(5):729-741.
[20]Lennon,P.Getting “easy” verbs wrong at the advanced level:Implications for teaching[J].IRAL-International Review of Applied Linguistics in Language Teaching,1996,34(1):23-36.
[21]Lu,Z. & J.Sun.Presenting English polysemous phrasal verbs with two metaphor-based cognitive methods to Chinese EFL learners[J].System,2017,69(6):153-161.
[22]Nagy,W.E.,P.A.Herman & R.C.Anderson.Learning words from context[J].Reading Research Quarterly,1985,20(2):233-253.
[23]Perin,D.Repetition and the informational writing of developmental students[J].Journal of Developmental Education,2002,26(1):2-8.
[24]Plough,I. & S.Gass.Interlocutor and task familiarity:Effect on interactional structure[C]//S.Gass & G.Crookes.Tasks and Language Learning.Clevedon:Multilingual Matters,1993:35-36.
[25]Quirk,R.,G.Sideny,L.Geoffrey & S.Jan.A Comprehensive Grammar of the English Language[M].London:Longman,1985.
[26]Raaijmakers,J.G.Spacing and repetition effects in human memory:Application of the SAM model[J].Cognitive Science,2003,27(3):431-452.
[27]Rott,S.The effect of exposure frequency on intermediate language learners'incidental vocabulary acquisition through reading[J].Studies in Second Language Acquisition,1999,21(4):589-619.
[28]Schmidt,R.Psychological mechanisms underlying second language fluency[J].Studies in Second Language Acquisition,1992,14(4):357-385.
[29]Schmitt,N.,D.Schmitt & C.Clapham.Developing and exploring the behaviour of two new versions of the vocabulary levels test[J].Language Testing,2001,18(1):55-88.
[30]Side,R.Phrasal verbs:Sorting them out[J].English Language Teaching Journal,1990,44(2):144-152.
[31]Skehan,P.A Cognitive Approach to Language Learning[M].Oxford:Oxford University Press,1998.
[32]Ullman,M.T. & J.T.Lovelett.Implications of the declarative/procedural model for improving second language learning:The role of memory enhancement techniques[J].Second Language Research,2018,34(1):39-65.
[33]Webb,S.Receptive and productive vocabulary learning:The effects of reading and writing on word knowledge[J].Studies in Second Language Acquisition,2005,27(1):33-52.
[34]Webb,S.The effects of repetition on vocabulary knowledge[J].Applied Linguistics,2007,28(1):46-65.
[35]Webb,S.,J.Newton & A.Chang.Incidental learning of collocation[J].Language Learning,2013,63(1):91-120.
[2]杜娟,张一平.任务重复对中国大学英语学习者口语产出的影响[J].外语界,2011,(2):19-27.
[3]洪炜,杨静.复现率对汉语二语者多维词汇知识学习的影响[J].解放军外国语学院学报,2017,(6):27-35.
[4]刘宽平.记忆在第二语言认知过程中的作用[J].外语教学,2005,(4):54-57.
[5]张萍.中国学生英语搭配加工中母语语义启动与词类效应研究[J].外语教学与研究,2017,(6):818-832.
[6]周统权,周思若.从语言加工的预期性到定中结构加工的预期性[J].当代外语研究,2018,(2):18-24.
[7]Bahrick,H.P.,L.E.Bahrick,A.S.Bahrick & P.E.Bahrick.Maintenance of foreign language vocabulary and the spacing effect[J].Psychological Science,1993,4(5):316-321.
[8]Bahrick,H.P. & E.Phelphs.Retention of Spanish vocabulary over 8 years[J].Journal of Experimental Psychology:Learning,Memory,and Cognition,1987,13(2):344-349.
[9]Cepeda,N.J.,H.Pashler,E.Vul,J.T.Wixted & D.Rohrer.Distributed practice in verbal recall tasks:Areview and quantitative synthesis[J].Psychological Bulletin,2006,132(3):354.
[10]Chen,C. & J.Truscott.The effects of repetition and L1 lexicalization on incidental vocabulary acquisition[J].Applied Linguistics,2010,31(5):693-713.
[11]Dempster,F.N.Distributing and managing the conditions of encoding and practice[J].Memory,1996,10(1):317-344.
[12]Dowhower,S.L.Repeated reading revisited:Research into practice[J].Reading and Writing Quarterly,1994,10(4):389-406.
[13]Ebbinghaus,H.Memory:A Contribution to Experimental Psychology[M].New York:Teachers College,Columbia University Press,1885.
[14]Ellis,N.Frequency-based accounts of second language acquisition[C]//S.Gass & A.Mackey.The Routledge Handbook of Second Language Acquisition.New York:Routledge,2012:193-210.
[15]Garnier,M. & N.Schmitt.The PHaVE list:A pedagogical list of phrasal verbs and their most frequent meaning senses[J].Language Teaching Research,2015,19(6):645-666.
[16]Gerbier,E.,T.C.Toppino & O.Koenig.Optimising retention through multiple study opportunities over days:The benefit of an expanding schedule of repetitions[J].Memory,2015,23(6):943-954.
[17]Glenberg,A.M.Component-levels theory of the effects of spacing of repetitions on recall and recognition[J].Memory & Cognition,1979,7(2):95-112.
[18]Jensen,E.D. & T.Vinther.Exact repetition as input enhancement in second language acquisition[J].Language Learning,2003,53(3):373-428.
[19]Küpper-Tetzel,C.E.,I.V.Kapler & M.Wiseheart.Contracting,equal,and expanding learning schedules:The optimal distribution of learning sessions depends on retention interval[J].Memory & Cognition,2014,42(5):729-741.
[20]Lennon,P.Getting “easy” verbs wrong at the advanced level:Implications for teaching[J].IRAL-International Review of Applied Linguistics in Language Teaching,1996,34(1):23-36.
[21]Lu,Z. & J.Sun.Presenting English polysemous phrasal verbs with two metaphor-based cognitive methods to Chinese EFL learners[J].System,2017,69(6):153-161.
[22]Nagy,W.E.,P.A.Herman & R.C.Anderson.Learning words from context[J].Reading Research Quarterly,1985,20(2):233-253.
[23]Perin,D.Repetition and the informational writing of developmental students[J].Journal of Developmental Education,2002,26(1):2-8.
[24]Plough,I. & S.Gass.Interlocutor and task familiarity:Effect on interactional structure[C]//S.Gass & G.Crookes.Tasks and Language Learning.Clevedon:Multilingual Matters,1993:35-36.
[25]Quirk,R.,G.Sideny,L.Geoffrey & S.Jan.A Comprehensive Grammar of the English Language[M].London:Longman,1985.
[26]Raaijmakers,J.G.Spacing and repetition effects in human memory:Application of the SAM model[J].Cognitive Science,2003,27(3):431-452.
[27]Rott,S.The effect of exposure frequency on intermediate language learners'incidental vocabulary acquisition through reading[J].Studies in Second Language Acquisition,1999,21(4):589-619.
[28]Schmidt,R.Psychological mechanisms underlying second language fluency[J].Studies in Second Language Acquisition,1992,14(4):357-385.
[29]Schmitt,N.,D.Schmitt & C.Clapham.Developing and exploring the behaviour of two new versions of the vocabulary levels test[J].Language Testing,2001,18(1):55-88.
[30]Side,R.Phrasal verbs:Sorting them out[J].English Language Teaching Journal,1990,44(2):144-152.
[31]Skehan,P.A Cognitive Approach to Language Learning[M].Oxford:Oxford University Press,1998.
[32]Ullman,M.T. & J.T.Lovelett.Implications of the declarative/procedural model for improving second language learning:The role of memory enhancement techniques[J].Second Language Research,2018,34(1):39-65.
[33]Webb,S.Receptive and productive vocabulary learning:The effects of reading and writing on word knowledge[J].Studies in Second Language Acquisition,2005,27(1):33-52.
[34]Webb,S.The effects of repetition on vocabulary knowledge[J].Applied Linguistics,2007,28(1):46-65.
[35]Webb,S.,J.Newton & A.Chang.Incidental learning of collocation[J].Language Learning,2013,63(1):91-120.