本文關(guān)鍵詞：讀后續(xù)寫對二語詞匯學(xué)習(xí)的作用研究　出處：《現(xiàn)代外語》2016年06期 　論文類型：期刊論文

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【摘要】：本研究將讀后續(xù)寫引入詞匯學(xué)習(xí)領(lǐng)域,具體解決兩個問題:1)讀后續(xù)寫能否促進(jìn)二語詞匯學(xué)習(xí)?2)讀后續(xù)寫的促學(xué)效果與其他練習(xí)(如概要寫作)相比是否存在顯著差異?實(shí)驗(yàn)采用假詞為目標(biāo)詞,從詞形、詞義和用法三個維度考察受試的學(xué)習(xí)情況。結(jié)果顯示,讀后續(xù)寫能有效促進(jìn)二語詞匯學(xué)習(xí),特別是在詞義和用法方面,效果明顯好于概要寫作。本研究認(rèn)為,讀后續(xù)寫將輸入與輸出緊密結(jié)合,能促使學(xué)習(xí)者模仿閱讀材料中的詞語句型來表達(dá)自己創(chuàng)造的內(nèi)容,新詞匯一經(jīng)學(xué)習(xí)者主動用過,記憶即可加深,學(xué)得會更扎實(shí)有效(王初明2014)。
[Abstract]:This research will study field of vocabulary reading and writing introduction, specifically to solve two problems: 1) reading and writing can promote two language vocabulary learning? 2) to promote learning effect and other exercises after reading writing (such as writing summaries) compared whether there are significant differences? Using false words as target words, from the form, meaning and usage of three a dimension was investigated by study. The results showed that reading and writing can effectively promote the vocabulary learning two language, especially in meaning and usage, the effect is obviously better than summary writing. This dissertation argues that, after reading and writing the input and output of the close combination, can help learners to imitate reading material words in sentence patterns to create their own content, a new vocabulary by active learners used, can enhance memory, learning will be more effective (Wang Chuming 2014).

【作者單位】： 廣東外語外貿(mào)大學(xué);
【基金】：國家社科基金青年項(xiàng)目“讀后續(xù)寫與打造高效的外語學(xué)習(xí)方法研究”(14CYY018)的階段性成果
【分類號】：H09
【正文快照】： 1.研究背景詞匯學(xué)習(xí)貫穿于外語學(xué)習(xí)的始終,其重要性盡人皆知(吳旭東2010),因此探索高效的詞匯學(xué)習(xí)任務(wù)自然便成了外語教學(xué)研究的重心之一,相關(guān)理論以LauferHulstijn(2001)提出的“投入量假設(shè)”(involvement load hypothesis)最為著名。該假設(shè)認(rèn)為,詞匯學(xué)習(xí)效果取決于學(xué)習(xí)者對，

本文編號：1419004