【作者】 武卫；

【导师】 梁锦祥；

【作者基本信息】 华南师范大学 ， 英语语言文学， 2003， 硕士

【摘要】 依据Laufer and Hulstijn(2001)的定义，在本文中，伴随性词汇学习(incidental vocabulary learning)指学习者在阅读活动中试图明白语篇的意思来完成阅读理解的任务，并且他们也被要求附带做一些有关的词汇练习，但他们的主要学习任务不是单词，即单词学习不是他们有意学习的对象，是阅读的副产品，是伴随性的活动。另外，他们事先不知道材料处理后要进行单词回忆测试。与伴随性词汇学习相对应的概念是有意性词汇学习(intentional vocabulary learning)，它指的是学习者有意去处理、记忆词汇，并被提前告知以后要进行有关回忆测试。 二语伴随性词汇学习理论受到二十世纪七、八十年代“自上而下”、自然法和交际法等教学理论的影响，认为阅读是一项复杂的信息处理技能，阅读理解过程中，读者将上下文与其它如语言、背景等知识联系起来，达到好的阅读效果。同时读者会通过上下文线索进行猜词，从而习得词汇。一语伴随性词汇习得的研究成果也影响了二语伴随性词汇习得理论的形成。大量研究表明，一语环境中，学习者靠“自然”方法习得了大量词汇。 大多数学者似乎都同意，除了头几千个最常用的词以外，词汇学习主要通过学习者广泛阅读，从上下文中猜词来进行。尽管伴随性词汇习得对词汇学习意义重大，但它仍然存在很多问题，如它的随意性、不精确性；对学生的阅读技巧要求高；不一定能保证长期记忆等。促进伴随性习得的方法包括使用注释、语篇修饰、建立在语境上的练习等。 本文还讨论了词汇学习中的一些认知理论，如注意理论、深度处理理论等，强调对输入的注意和认知处理的深度在词汇习得中的重要性。本文然后运用Laufer and Hulstijn(2001)提出的参与投入假说理论于实证研究中，验证伴随性学习环境中，基于语篇的不同任务要求是否对词汇习得会产生不同影响。实验结果显示在伴随性词汇学习环境中，具有高投入的任务比具有低投入的任务无论对接受性词汇知识，还是对产出性词汇知识的习得都更有效。但是这种不同只出现在即时测试中，对延后测试无效。本文最后讨论了实验结果对词汇学习的意义。更多还原

【Abstract】 Laufer and Hulstijn (2001) distinguished two types of incidental vocabulary learning: one is used in the experimental literature and with the strictly methodological meaning; the other has been given a more general, educational meaning. But both of the two types refer to the process in which learners focus on comprehending meaning of reading and listening contexts rather than on the explicit goal of learning new words, and acquire vocabulary only as a "by-product". The concept of incidental learning was greatly influenced by the top-down, naturalistic, and communicative approaches of the 1970s and 1980s. The top-down model regarded reading as a complex information-processing skill and paid a lot of attention to guessing the meaning of unknown words through the contextual clues.Although incidental learning was not the target of the main cognitive activity of reading or listening, most scholars seem to agree that, except for the first few thousand most common words, vocabulary learning predominantly occurs through extensive reading or listening. However, incidental learning of vocabulary is not always sufficient and efficient and potential problems still exist. It should be improved with text modifications or context-based exercises etc.Researchers now pay more attention to the investigation in the actual mechanism of the incidental learning. According to much psycholinguistic research, lexical acquisition seems to depend on the attention to input and on the amount and kinds of cognitive processing that go into it. The paper then introduces several cognitive constructs about vocabulary learning, particularly the Task-induced Involvement Hypothesis proposed by Laufer and Hulstijn in 2001.Last, the paper reports an empirical study, a design of reading comprehension with different types of text-based tasks to see which will have a better effect on incidental vocabulary acquisition, applying the Task-induced Involvement Hypothesis. The experiment shows that tasks with high involvement in L2 incidental vocabulary learning are more effective in learner’s gains of receptive and productive vocabulary knowledge than tasks with low involvement. But the difference only occurs in immediate test, not in delayed test. The implication of the experiment for the pedagogy of word learning is also discussed.更多还原