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本次实证研究主要是从关注中国外语教学和学习环境出发,来研究意义协商在外语课堂教学中对词汇学习和习得的影响。着重研究学生参与意义协商的频率和其词汇习得之间是否存在正相关性。
This empirical study mainly focuses on the foreign language teaching and learning environment in China to study the implications of meaningful negotiation on vocabulary learning and acquisition in foreign language classroom teaching. It focuses on whether there is a positive correlation between the frequency of student participation negotiation and its vocabulary acquisition.