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本研究基于“任务投入量”假设,运用课堂实验研究的方法,比较了重述及引导加重述反馈对不同水平英语学习者词汇发展的作用。根据前测成绩,学习者被分为高、低水平组。学习者在完成听力理解和图片描述任务过程中,教师分别针对非目标词汇提供重述或引导加重述反馈。结果显示,在投入量较低的任务中,两种反馈对高、低水平组学习者词汇发展起到相似的作用。在投入量较高的任务中,引导加重述反馈对于低水平组词汇发展的作用更加明显,两种反馈对于高水平组词汇发展的作用没有显著差异。
Based on the “task input ” hypothesis, this study uses the method of classroom experiment research to compare the effects of restatement and guidance plus feedback on the development of lexicons at different levels of English learners. According to the pre-test scores, learners are divided into high and low level group. In the process of completing the tasks of listening comprehension and picture description, the learners provide the restatement or guidance to the non-target vocabulary to add the feedback respectively. The results show that the two kinds of feedback play a similar role in the development of vocabulary of high and low learners in low-input tasks. In the task of higher input, guiding and emphasizing the feedback has a more obvious effect on the development of the lexicon of low-level group, and the two feedbacks have no significant difference on the lexical development of the high-level group.