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An Experimental Study of the Effect of Context on the Direct Learning of L2 Vocabulary

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An Experimental Study of the Effect of Context on the Direct...

作者： Ke Wei 广东外语外贸大学

学位级别：硕士

The purpose of this study is to examine the effect of context on the direct learning of L2 vocabulary, with the retention of word meaning and form as the main focus. Based on theories and findings in psycholinguistics, research hypothesis has been raised that for the learning of L2-Ll word pairs, use of comprehensible text as context leads to better memory than word list and obscure text. The value of context for the retention of word meaning has been predicted, while its effect on the production of the L2 word form remains to be seen. A class of 30 university second year students attended the experiment, and each student was required to learn the same amount of L2 (nonword)-L1 word pairs, under 3 learning conditions - word list, comprehensible text and obscure text - in 15 minutes respectively. These subjects then received an immediate recall test 2 minutes after learning, and two postponed tests 14 and 28 days later. Both receptive (L2 i) and productive (Li -L2) cued-recall instruments are used for measurement in all the three tests. The experiment results reveal that comprehensible context facilitated retention of receptive vocabulary knowledge both immediately and after delays of 14 and 28 days better than word list and obscure text. However, although its effect on the immediate recall of productive knowledge is significantly positive, such effect is lost in the two postponed tests. Taking the favorable influence of context on the grasping of meaning and appropriate use of a word into consideration, effect of context, on a whole, is found to be positive for acquisition of both receptive and productive vocabulary knowledge in direct learning. Possible implications of these findings are discussed.

关键词： vocabulary comprehensible Context helpful obscure retention thanks productive writing Guangdong

A Study of Input Hypothesis and Its Influence on English Reading Teaching

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海外英语 2012年第22期 15-17,19页

作者：董宁天津城市建设管理职业技术学院天津300384

The target language input plays a significant role in the process of foreign language teaching and *** of the most influential studies about input is Krashen's Input *** emphasized the importance of comprehensible input in foreign language *** thesis is mainly to study the significance of Input Hypothesis and its implication on reading *** problems exited in reading teaching and some suggestions are given at last.

关键词： Input Hypothesis comprehensible input EFL reading

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Homework Design

英语学习 2014年第9X期 66-68页

作者：温蒂·阿诺德

本文作者以克拉申语言习得理论:"学习者学习语言可以通过两种方式——语言习得与语言学得,前者在语言学习中尤为重要"为依据,认为孩子学前在家的那段时间是最好的语言习得阶段。针对这一阶段,作者提出了设计学习者家庭作业的几点建议,... 详细信息

本文作者以克拉申语言习得理论:"学习者学习语言可以通过两种方式——语言习得与语言学得,前者在语言学习中尤为重要"为依据,认为孩子学前在家的那段时间是最好的语言习得阶段。针对这一阶段,作者提出了设计学习者家庭作业的几点建议,以使学习者语言习得的效果更佳。

关键词：语言习得学习语言克拉申 classroom listening comprehensible s

A Comparative Study of Input Hypothesis and Output Hypothesis

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读与写(教育教学刊) 2010年第7期07卷 20-21页

作者：杨叶袁平中国矿业大学徐海学院

The essay compares the differences between input hypothesis and output hypothesis as well as their similarities based on literature and empirical studies. As for the differences, theoretical rests and attitudes towards output are taken into consideration. In terms of the similarities, both input hypothesis and output hypothesis are comprehensible and modified, have something to do with "i+1" and share the same attitude towards pushed output.

关键词： input hypothesis output hypothesis comprehensible modified

Teaching of English Listening Based on the Input Studies

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海外英语 2012年第6X期 31-32页

作者：熊少微广东机电职业技术学院外语商务学院广东广州510515

Based on the input theories which focus on the studies of comprehensible input(CI),the writer argues that CI is important for listening comprehension,and also suggests the multidimensional teaching to facilitate more CI.

关键词： comprehensible input(CI) teaching of English liste

Investigating Overseas Students' Use of Communication Strategy And the Value for English Acquisition

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海外英语 2011年第14期 355-356页

作者：温俊毅河南理工大学河南焦作454000

The use of communication strategies helps these students achieve successful *** present study is conducted to investigate Chinese overseas students' use of communication strategy and the value for English *** found what strategies students usually use and find effective and how students use these strategies in order to overcome obstacles in *** addition,it investigated students' consciousness of using strategies and to some extent the questionnaires helped some of the students start thinking about using strategies consciously.

关键词： communication strategies comprehensible output language acquisition

Teacher Talk in College English Classroom

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海外英语 2014年第23期 22-22,24页

作者：邹灿王劲 College of Foreign Languages and Cultures Chengdu University of Technology

English teachers mainly pass on knowledge through teacher talk in China. This paper focuses on the analysis of characteristics of teacher talk and discusses some ways to make teacher talk more comprehensible for learners' input. It has been concluded that with conscious improvement or exploration on teacher talk in practice, teachers can greatly enhance their teacher talk and make an effective combination between teacher talk and comprehensible input.

关键词： teacher talk comprehensible input College English

Input Hypothesis and its Controversy

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校园英语 2016年第33期 230-231页

作者：金灵云南大学大学外语教学部

With Krashen’s proposal of input hypothesis in 1980 s, lots of contributions and further researches have been done in second language acquisition and teaching. Since it is impossible to undertake the exact empirical research to investigate its credibility, lots of criticisms are also aroused to disprove or adjust this hypothesis. However, due to its significant development in SLA, it is still valuable to explore the hypothesis and implications in language teaching to non-native speakers. This paper firstly focuses on the development of the input hypothesis, and then discusses some criticisms of this hypothesis.

关键词： Input Hypothesis comprehensible

My English Learning Experience

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海外英语 2011年第5X期 68-69页

作者：吕东英黑龙江省佳木斯职业学院黑龙江佳木斯154002

This essay is aimed at reflecting my English learning experience,which is divided into three stages:The first six years'of study as a junior and senior high school student,when I always got high scores in the exams.I thought I was a sucessful English learner at that *** years as an English major in a teacher's college,where I found my English was as other people called "Chinglish".No matter how hard I worked I couldn't talk freely with native *** time went on,I got to know the phenomenon belonging to interlanguage fossilization of English *** years later after I graduated from the university,I went to University of Canberra to study my Master degree,there I found the essential factors that could help me get over fossilization through enhanced motivation,increased comprehensible input and production of communicative output.

关键词： fossilization motivation comprehensible input production of communicative output