任务类型对EFL学习者的词汇学习的影响
Zahra Eskandari1, Omid Khatin-Zadeh1, Danyal Farsani2
1School of Foreign Languages, University of Electronic Science and Technology of China, Chengdu, China.
Frontiers in psychology
|July 22, 2024
概括
这项研究比较了成年英语作为外语 (EFL) 学习者的词汇学习任务. 编写作文和修改句子的任务被证明是最有效的词汇获取.
科学领域:
- 获得第二语言的学习.
- 应用语言学 应用语言学
- 教育心理学教育心理学
背景情况:
- 词汇处理的深度对于语言学习至关重要,但缺乏对成人EFL学习者任务有效性的比较研究.
- 现有的文献没有足够地比较各种学习任务,以了解它们对L2词汇知识获取的影响.
研究的目的:
- 调查不同词汇学习任务对成年EFL学习者获得L2词汇知识的有效性.
- 利用技术特征分析 (TFA) 作为一个框架,根据TFA排名预测和比较任务有效性.
- 通过提供基于任务的词汇获取的经验证据来填补研究的空白.
主要方法:
- 130名成年EFL学习者被随机分配到五个基于任务的小组.
- 任务的设计是基于技术特征分析 (TFA) 的排名:阅读/多选项 (TFA=6),阅读/定义选择 (TFA=6),阅读/填空 (TFA=7),阅读/句子重写 (TFA=6),和作文写作 (TFA=8).
- 在不同任务条件中测量了词汇知识的增长.
主要成果:
- 具有相同TFA分数的任务产生了可比的词汇知识增长.
- 与其他任务相比,作文写作 (TFA=8) 和句子重写 (TFA=6) 任务在词汇获取方面表现出更高的效率.
- 该研究部分支持了TFA框架的预测能力.
结论:
- 以TFA为指导的任务设计会影响成年EFL学习者的词汇获取结果.
- 较高的TFA排名任务,特别是作文写作和句子重写,更有效地提高L2词汇知识.
- 进一步的研究可以完善TFA在设计最佳词汇学习任务中的应用.
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