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1、隨著第二語言習(xí)得的發(fā)展,第二語言附帶詞匯習(xí)得已經(jīng)成為了一個(gè)國(guó)內(nèi)外廣泛研究的問題。大量以往的研究結(jié)果表明:廣泛閱讀可以作為促進(jìn)二語詞匯附帶習(xí)得的有效途徑之一。在對(duì)于影響二語詞匯附帶習(xí)得因素的研究中,學(xué)習(xí)者認(rèn)知類型這一因素在很大程度上被忽略了。
本文從完成閱讀任務(wù)的視角出發(fā),采用定量研究與定性研究相結(jié)合的方法,研究場(chǎng)獨(dú)立與場(chǎng)依存兩種認(rèn)知類型與二語詞匯附帶習(xí)得之間的關(guān)系。天津工業(yè)大學(xué)大二年級(jí)的110名同學(xué)作為被測(cè)試者,參加了此項(xiàng)
2、實(shí)證研究的各項(xiàng)測(cè)試。此研究選取《大學(xué)體驗(yàn)英語》第四冊(cè)中第三單元的課文作為閱讀材料,通過對(duì)文中目標(biāo)詞匯的前測(cè)與后測(cè),以獲取兩種不同認(rèn)知類型的被測(cè)試者的詞匯附帶習(xí)得情況。
研究結(jié)果表明,兩組被測(cè)試者在沒有任務(wù)需要完成和需要完成閱讀任務(wù)的兩種情況下都附帶性地習(xí)得了目標(biāo)詞匯的一些知識(shí);被測(cè)試者的場(chǎng)獨(dú)立與場(chǎng)依存認(rèn)知類型與他們的附帶詞匯習(xí)得之間存在較顯著正相關(guān);在完成相同任務(wù)的情況下,具有場(chǎng)獨(dú)立傾向的被測(cè)試者比場(chǎng)依存傾向的被測(cè)試者附帶
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