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本文作者比较了阅读和写作分别对二语生词习得的影响,并试图检验受试者对具体程度不同的词汇的记忆程度是否有所不同。受试者为203名以英语为二语的法国学生。该研究测试受试者对16个罕见的英语具体词汇或抽象词汇的习得程度。受试者会在阅读情境中读到这些词,或在写作句子时使用这些词。直接和延迟的线索回忆被用来评估习得程度。研究结果表明在直接线索回想评估中,写作比阅读更有利于对生词的习得,并且具体词汇比抽象词汇更易记忆;而在延迟线索回想评估中,以上结论并不存在。
The author compares the effect of reading and writing on second-language acquisition, and attempts to test whether subjects have different levels of memory of different levels of vocabulary. The subjects were 203 French students who spoke in English. The study tested subjects’ acquisition of 16 rare English specific or abstract words. Subjects read the words in the reading context or use the words when writing sentences. Direct and delayed clues recall was used to assess the level of acquisition. The results show that in the direct cue recall assessment, writing is more conducive to the acquisition of new words than reading, and the specific words are more memorable than abstract words. However, the above conclusion does not exist in the recall evaluation of delayed cues.