本文關鍵詞：讀后續(xù)寫對二語詞匯學習的作用研究　出處：《現代外語》2016年06期 　論文類型：期刊論文

  更多相關文章： 讀后續(xù)寫 概要寫作 詞匯學習

【摘要】：本研究將讀后續(xù)寫引入詞匯學習領域,具體解決兩個問題:1)讀后續(xù)寫能否促進二語詞匯學習?2)讀后續(xù)寫的促學效果與其他練習(如概要寫作)相比是否存在顯著差異?實驗采用假詞為目標詞,從詞形、詞義和用法三個維度考察受試的學習情況。結果顯示,讀后續(xù)寫能有效促進二語詞匯學習,特別是在詞義和用法方面,效果明顯好于概要寫作。本研究認為,讀后續(xù)寫將輸入與輸出緊密結合,能促使學習者模仿閱讀材料中的詞語句型來表達自己創(chuàng)造的內容,新詞匯一經學習者主動用過,記憶即可加深,學得會更扎實有效(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】： 廣東外語外貿大學;
【基金】：國家社科基金青年項目“讀后續(xù)寫與打造高效的外語學習方法研究”(14CYY018)的階段性成果
【分類號】：H09
【正文快照】： 1.研究背景詞匯學習貫穿于外語學習的始終,其重要性盡人皆知(吳旭東2010),因此探索高效的詞匯學習任務自然便成了外語教學研究的重心之一,相關理論以LauferHulstijn(2001)提出的“投入量假設”(involvement load hypothesis)最為著名。該假設認為,詞匯學習效果取決于學習者對，

本文編號：1419004