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本研究探索两种不同的词汇呈现方法对词汇习得的影响。80名学生参与实验,他们通过前后两轮不同顺序的语义相关和语义无关两种词汇呈现方法的交替进行学习4组词汇,并分别进行即时和延时测试。研究结果证明,语义无关词汇的共同呈现比语义相关词汇的共同呈现更有助于词汇习得。作者从语义网络模型、干扰理论、激活扩散模型和抑制机制的角度进行解释,并提出对外语教学的启示。
This study explores the impact of two different vocabulary presentations on vocabulary acquisition. Eighty students participated in the experiment. They learned 4 groups of words by alternating the semantic and semantic irrelevanced words in two different sequences before and after, and conducted instantaneous and delay testing respectively. The results show that the co-presentation of semantic irrelevant vocabulary is more conducive to vocabulary acquisition than the co-presentation of semantic related words. The author explains from the perspective of semantic network model, interference theory, activation diffusion model and suppression mechanism, and puts forward some enlightenment on foreign language teaching.