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“投入量假设”(Involvement Load Hypothesis,Laufer&Hulstijn,2001),认为不同的学习任务,导致对附带词汇习得效果不同,投入量高的任务,词汇附带习得的效果愈好。此研究从听、说、读、写四方面纵览有关投入量假设在L2附带词汇习得的国内外实证应用研究以及对构成投入量的三因素分布权重进行探讨,同时指出了该理论假设存在的问题。尽管如此,“投入量假设”对于L2词汇附带习得仍然有很大的理论和实践意义。
“Involvement Load Hypothesis” (Laufer & Hulstijn, 2001). It is concluded that different learning tasks lead to different effects of incidental vocabulary acquisition and higher input. This study summarizes the domestic and foreign empirical research on input assumptions in L2 with listening, speaking, reading and writing as well as the three-factor distribution weights that make up input, and points out the existence of the theoretical assumptions problem. However, “input hypothesis” is still of great theoretical and practical significance for incidental L2 vocabulary acquisition.