| 输入输出对二语学习者词汇习得效率的影响 |
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| 引用本文： | 严慧仙.输入输出对二语学习者词汇习得效率的影响[J].浙江科技学院学报,2011,23(2):164-168. |
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| 作者姓名： | 严慧仙 |
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| 作者单位： | 浙江科技学院国际交流中心,杭州,310023 |
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| 基金项目： | 浙江科技学院教学研究项目 |
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| 摘 要： | Krashen的可理解输入假设认为可理解的输入是习得发生的主要因素,而Swain则认为可理解输出才是习得发生的关键。笔者试探究二语学习者词汇学习的输入资源(策略)和输出(活用)策略及它们与学业成就的相关性。结果表明:二语学习者使用输入策略和输出策略的频度均偏低。学习者的词汇学习输入策略与学业成就成正相关,但输出策略与学业成就不相关。由此,从课内课外两方面提出教学建议。
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| 关 键 词： | 二语教学 词汇习得 输入策略 输出策略 学业成就 |
Impacts of input and output on learner's second language acquisition |
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| YAN Hui-xian.Impacts of input and output on learner's second language acquisition[J].Journal of Zhejiang University of Science and Technology,2011,23(2):164-168. |
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| Authors: | YAN Hui-xian |
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| Institution: | YAN Hui-xian(International Exchange Center,Zhejiang University of Science and Technology,Hangzhou 310023,China) |
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| Abstract: | Comprehensible input is viewed as one of the major causative factors in L2 acquisition(Krashen,1981) whereas comprehensible output hypothesis claims that comprehensible output is the main factor for second language acquisition to take place(Swain,1985).This study observes the learners' vocabulary learning activities to explore the effectiveness of input and output.Specifically,it has the following two major findings.Firstly,on average,these learners have been proved to be infrequently input and output vocab... |
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| Keywords: | the second language teaching vocabulary acquisition input strategy output strategy learning outcomes |
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