听力与阅读附带词汇习得对比研究

A comparative study of incidental vocabulary acquisition from listening and reading

本文在概述附带词汇习得理论和实证研究的基础上进行了实验研究，通过听力和阅读两种不同输入方式下的前测与后测检验受试对目标词汇的掌握程度。研究人员对采集的数据进行了多角度分析，对比了听力和阅读过程中的附带词汇习得效果。结果表明尽管听力过程和阅读过程都有助于附带词汇习得的产生，但阅读过程中的附带习得词汇总体效果高于听力过程。听力过程有助于词汇在词形和词义方面的习得，但阅读过程更有利于词汇多方面知识的附带习得。研究人员还分析了目标词复现率、文内线索、超语言线索、词性等因素对附带词汇习得的影响，并阐述了本研究给外语教学带来的启示。

Based on review of theories and studies in incidental vocabulary acquisition, this paper reports an experiment investigating the comparative effects on incidental vocabulary acquisition of such different input modes as listening and reading. Pre-tests and post-tests on vocabulary were conducted to reveal the participants’ change of vocabulary knowledge in the aspects of word form, meaning and production. Data comparison and analysis indicated that listening assisted the acquisition of word knowledge in form and meaning, though reading could better facilitate incidental vocabulary acquisition on the whole. Factors affecting incidental vocabulary acquisition, such as word reoccurrence, contextual clues, extralinguisitic clues and word class were discussed. Pedagogical implications in L2/FL teaching were also made so that language learning effects may be promoted.