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本研究采用2×3混合实验设计,探讨在不同教材重现率水平上两种不同教学重现处理方法(基于教材语料库的重现与传统词汇教学处理)对学习者汉语词汇习得的影响。结果显示,教材重现率的词频效应显著,无论采用何种教学策略,高频词的词汇习得效果均优于低频词。在教学方法方面,采用基于教材语料库的词汇重现的习得效果好于传统的词汇教学。但是习得优势在不同教材重现率水平上表现并不相同。在低重现率水平(1次重现),两者间的差异不明显,但在中高重现率水平(3—5次重现)语料库重现法明显优于传统词汇教学法。实验结果支持标准阈值的假说和双进程识别理论。
In this study, a 2 × 3 mixed experiment design was used to explore the influence of two different methods of teaching reproduction (based on the reproduction of teaching material corpus and traditional vocabulary teaching) on learner Chinese vocabulary acquisition. The result shows that the word frequency effect of textbook recurrence rate is remarkable. No matter what kind of teaching strategy is adopted, the effect of vocabulary acquisition of high frequency words is better than that of low frequency words. In terms of teaching methods, the acquisition of lexical corpus based on textbooks is better than the traditional lexical teaching. However, the acquisition advantage in the different materials to reflect the level of performance is not the same. At the low reproduction rate (one-time reproduction), the difference between the two is not obvious, but the corpus reproduction method at the middle-high reproduction rate (3-5 times reproduction) is obviously better than the traditional vocabulary teaching method. The experimental results support the standard threshold hypothesis and dual process identification theory.