中等水平非英语专业大学生词汇附带习得研究
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摘要
近年来,词汇的附带习得在二语词汇习得领域引起了广大研究者越来越多的兴趣。众多国内外研究者也对促进阅读中词汇附带习得的各种因素进行了探讨。然而,针对不同阅读条件(如提供页边注释,提供字典等)对词汇附带习得影响的研究还不全面,此外,词汇量大小与词汇附带习得及词汇记忆保持的关系还有待进一步探讨。本研究通过部分重复Hulstijn等人(1996)的实验并在其基础上加以改进,试图探索对于中等英语水平的非英语专业大二学生来说,不同的阅读条件(提供页边注释,提供字典,不提供任何帮助)和不同的词汇量大小对他们的词汇附带习得与词汇记忆的保持会有怎样的影响。
研究实验抽取了内蒙古医学院的121名大二非英语专业学生作为实验对象。受试者分别来自于三个平行班,而且实验之前他们在人数上和词汇量上都是平衡的。受试者被随机分配到三种阅读条件下：第一种提供词义的页边注释(页边注释组);第二种提供字典(字典组);第三种不提供词义注释和字典(控制组)。词汇的附带习得是通过一项实验,两项词汇测试(即时测试和延时测试)和一项词汇量测试完成的。受试者的词汇量大小是根据《新视野大学英语》(第二版)的课程教学要求及大学英语参考词表测定的。通过让受试者完成一项以理解大意为主要内容的阅读任务并完成两项测试,来检测他们对目标词的习得与词汇记忆的持续性。实验数据通过SPSS V17.0统计软件进行定量分析。
本研究的主要发现如下：(1)在三种不同的阅读条件下,提供页边注释比其他两种阅读条件更能促进单词的附带习得,但在字典组中那些在阅读过程中被查过的单词,习得效果甚至好于提供页边注释的单词。(2)对于词汇记忆的持续性,研究发现控制组与字典组遗忘的单词少于页边注释组,即通过上下文猜测和通过查字典而获得的单词意义在学生们的记忆中保持得更持久。(3)学习者的词汇量的大小对词汇附带习得有显著影响,词汇量越大,习得的单词越多,单词记忆的保持也越久
本研究在理论和实践上给英语教学一些启示。教师应该在平时的阅读教学中传授给学生从上下文中猜测词义的策略与技巧,使学生养成良好的阅读习惯,另外,教师还要指导学生,特别是那些词汇量比较小的学生,将附带学习与有意学习结合起来,从而提高他们的词汇习得率。
Incidental vocabulary acquisition (IVA) has for a few years been an increasingly interesting topic for researchers involved in second language vocabulary acquisition. Among all the relevant studies, the study of IVA through reading draws greatest attention and many researchers at home and abroad have investigated several factors that may affect IVA in extensive reading. However, they find that the impact of reading conditions (for example, reading with marginal glosses, reading with consulting dictionaries, etc.) has not been comprehensively examined, and that the relationship between vocabulary level and the gain and retention in incidental vocabulary learning (IVL) still requires further study. In the present study, by partly imitating Hulstijn, Hollander and Greidanus'research (1996) and making some changes to it, the difference in the IVL gains and retentions of Chinese intermediate non-English sophomores under different reading conditions (reading with marginal glosses, reading with looking up new words in a dictionary and reading without any aid) is closely examined. The impact of vocabulary level on their IVL is additionally investigated.
Three groups of 121 non-English majors took part in this research conducted in their third academic term in college. The subjects, randomly assigned to the three groups (Marginal Glosses group, Dictionary group and Control group), were tested on their vocabulary gains and retentions of ten target words by taking two vocabulary tests after finishing a reading task. A vocabulary level test was also arranged to assess subjects'vocabulary level. Subjects'vocabulary level is based on the textbook New Horizon College English (Books1、2 and 3, second edition) and the vocabulary measurement in College English Curriculum Requirements. The data from the experiments and tests were analyzed quantitatively by SPSS V17.0.
The findings of the current study are summarized as follows:(1) Under the three reading conditions, reading with marginal glosses is the most effective way in promoting IVL gain. However, the incidence of IVL for readers who use the dictionary is even better than that when they read with marginal glosses given. These results conform to those of Hulstijn, Hollander and Greidanus'study (1996). (2) The IVL retentions of the three groups are not as significantly different as their IVL gains. Just as the retention rate is concerned, the Dictionary group and the Control group remain better incidental vocabulary retentions than the Marginal Glosses group. That is, words guessed or words looked up in dictionaries can be remembered better than words with meanings directly given. (3) Learners'vocabulary level plays a positive role in IVL performance:learners with larger vocabulary size obtain and remember more words.
There are also some practical pedagogical implications in the current study. For the purpose of improving learners'efficiency of IVL gains and retentions, teachers should impart the strategies of inferring meanings from context to students and cultivate their good reading habits. It is also advisable for teachers to help students, especially those with small vocabulary, to integrate incidental and intentional learning in vocabulary studies.
研究实验抽取了内蒙古医学院的121名大二非英语专业学生作为实验对象。受试者分别来自于三个平行班,而且实验之前他们在人数上和词汇量上都是平衡的。受试者被随机分配到三种阅读条件下：第一种提供词义的页边注释(页边注释组);第二种提供字典(字典组);第三种不提供词义注释和字典(控制组)。词汇的附带习得是通过一项实验,两项词汇测试(即时测试和延时测试)和一项词汇量测试完成的。受试者的词汇量大小是根据《新视野大学英语》(第二版)的课程教学要求及大学英语参考词表测定的。通过让受试者完成一项以理解大意为主要内容的阅读任务并完成两项测试,来检测他们对目标词的习得与词汇记忆的持续性。实验数据通过SPSS V17.0统计软件进行定量分析。
本研究的主要发现如下：(1)在三种不同的阅读条件下,提供页边注释比其他两种阅读条件更能促进单词的附带习得,但在字典组中那些在阅读过程中被查过的单词,习得效果甚至好于提供页边注释的单词。(2)对于词汇记忆的持续性,研究发现控制组与字典组遗忘的单词少于页边注释组,即通过上下文猜测和通过查字典而获得的单词意义在学生们的记忆中保持得更持久。(3)学习者的词汇量的大小对词汇附带习得有显著影响,词汇量越大,习得的单词越多,单词记忆的保持也越久
本研究在理论和实践上给英语教学一些启示。教师应该在平时的阅读教学中传授给学生从上下文中猜测词义的策略与技巧,使学生养成良好的阅读习惯,另外,教师还要指导学生,特别是那些词汇量比较小的学生,将附带学习与有意学习结合起来,从而提高他们的词汇习得率。
Incidental vocabulary acquisition (IVA) has for a few years been an increasingly interesting topic for researchers involved in second language vocabulary acquisition. Among all the relevant studies, the study of IVA through reading draws greatest attention and many researchers at home and abroad have investigated several factors that may affect IVA in extensive reading. However, they find that the impact of reading conditions (for example, reading with marginal glosses, reading with consulting dictionaries, etc.) has not been comprehensively examined, and that the relationship between vocabulary level and the gain and retention in incidental vocabulary learning (IVL) still requires further study. In the present study, by partly imitating Hulstijn, Hollander and Greidanus'research (1996) and making some changes to it, the difference in the IVL gains and retentions of Chinese intermediate non-English sophomores under different reading conditions (reading with marginal glosses, reading with looking up new words in a dictionary and reading without any aid) is closely examined. The impact of vocabulary level on their IVL is additionally investigated.
Three groups of 121 non-English majors took part in this research conducted in their third academic term in college. The subjects, randomly assigned to the three groups (Marginal Glosses group, Dictionary group and Control group), were tested on their vocabulary gains and retentions of ten target words by taking two vocabulary tests after finishing a reading task. A vocabulary level test was also arranged to assess subjects'vocabulary level. Subjects'vocabulary level is based on the textbook New Horizon College English (Books1、2 and 3, second edition) and the vocabulary measurement in College English Curriculum Requirements. The data from the experiments and tests were analyzed quantitatively by SPSS V17.0.
The findings of the current study are summarized as follows:(1) Under the three reading conditions, reading with marginal glosses is the most effective way in promoting IVL gain. However, the incidence of IVL for readers who use the dictionary is even better than that when they read with marginal glosses given. These results conform to those of Hulstijn, Hollander and Greidanus'study (1996). (2) The IVL retentions of the three groups are not as significantly different as their IVL gains. Just as the retention rate is concerned, the Dictionary group and the Control group remain better incidental vocabulary retentions than the Marginal Glosses group. That is, words guessed or words looked up in dictionaries can be remembered better than words with meanings directly given. (3) Learners'vocabulary level plays a positive role in IVL performance:learners with larger vocabulary size obtain and remember more words.
There are also some practical pedagogical implications in the current study. For the purpose of improving learners'efficiency of IVL gains and retentions, teachers should impart the strategies of inferring meanings from context to students and cultivate their good reading habits. It is also advisable for teachers to help students, especially those with small vocabulary, to integrate incidental and intentional learning in vocabulary studies.
引文
1 The term "acquisition" and "learning" will be used interchangeably in this thesis. Both can be viewed as a dynamic process beginning with input and culminating with integration of new linguistic information It is assumed that the distinction of learning and acquisition is of their degree (Laufer,1997).
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