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近年来,词汇附带习得受到国内外一些学者的关注,他们从不同因素对词汇附带习得的影响着手开展了大量的实证研究,已取得了不少的研究成果。本文从听、说、读、写四方面纵览有关的实证研究,并重点对引起阅读的附带习得不同结果的因素进行探讨,主要包括学习者因素、阅读任务、语境线索和二语词汇量等;此外还论述了词汇附带习得的理论假设,并对今后的研究和外语教学提出一些建议。
In recent years, vocabulary incidental acquisition has attracted the attention of some scholars at home and abroad. They have carried out a large number of empirical studies on the influence of different factors on vocabulary incidental acquisition and have obtained a lot of research results. This article reviews the relevant empirical studies in terms of listening, speaking, reading, and writing, and focuses on the factors that lead to the different results of reading incidental reading, including learner factors, reading tasks, contextual clues, and second language vocabulary. And so on; also discusses the theoretical assumptions of vocabulary incidental acquisition, and put forward some suggestions for future research and foreign language teaching.