在具有可比词汇宽度的第二语言学习者中词汇深度的变化:实证调查
1Jiujiang University, 551 Qianjin Dong Lu, Lian Xi Qu, Jiujiang, 332005, Jiangxi, People's Republic of China.
Journal of psycholinguistic research
|September 1, 2023
概括
具有相同词汇广度的第二语言学习者表现出不同的词汇深度. 语言能力和动机显著影响了这种深度,为获得词汇的教学策略提供了信息.
科学领域:
- 获得第二语言的学习.
- 教育心理学教育心理学
- 应用语言学 应用语言学
背景情况:
- 词汇知识包括广度 (已知的单词数量) 和深度 (单词理解的丰富性).
- 现有的研究往往侧重于词汇宽度,不太关注类似宽度级别的学习者之间的深度差异.
- 了解影响词汇深度的因素对于有效的语言教学至关重要.
研究的目的:
- 调查具有可比词汇广度的L2学习者之间词汇知识深度的差异.
- 识别影响词汇深度的与学习者相关的因素,包括语言能力,动机,学习策略和学习风格.
- 根据研究结果提供教学影响.
主要方法:
- 一项涉及231名英语外语学习者 (EFL) 的研究,根据词汇宽度 (高和低) 分类,使用词汇水平测试.
- 通过单词关联测试和衍生词形式测试来评估词汇深度.
- 使用LLAMA适应性测试,态度/动机测试电池,词汇学习策略调查和学习风格库存来评估与学习者相关的因素.
主要成果:
- 在具有相同词汇广度的学习者中证实了词汇深度的显著差异,特别是在较低水平的学习者中.
- 词汇深度差异包括基于意义的与基于形式的,以及受ceptive与productive知识的变化.
- 语言能力和动机成为词汇深度的重要预测因素.
结论:
- 即使在类似的广度水平上,学习者的词汇知识深度也不统一.
- 语言能力和动机是影响L2学习者词汇深度发展的关键个体差异.
- 调查结果支持需要差异化的教学方法来增强EFL语境中的词汇深度.
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