英语词汇附带习得的影响因素及其研究

词汇学习在任何语言学习中都至关重要,英语学习也不例外。许多研究者对词汇附带习得都有深入的研究,特别是近几年,对其进行的实证研究越来越多,而研究的基础则是影响词汇附带习得的主要因素。文章从国内外对词汇附带习得的研究回顾、影响词汇附带习得的因素等方面进行探讨。     

不同注释方式对二语附带性词汇习得影响的国外研究综述

近年来,国外关于不同的注释方式对二语附带性词汇习得的研究越来越多。但国内研究却寥寥无几。本文对国外的相关研究做了全面回顾,并发现:复合式的注释比单一的注释对附带性词汇习得的影响更大;双码理论被用来解释这一研究结果。该结果也说明在二语教学中使用复合式的注释方式解释学生阅读文本中的生词效果会更好。     

翻译活动对二语词汇附带习得作用的实证研究

运用"投入量假设"的理论,对翻译活动和二语词汇附带习得之间的相关性进行实证研究,考查翻译活动对二语词汇习得的作用与价值。82名高校非英语专业学习者参与了这项实验。在阅读完一篇含有目标词的文章后,他们中的一半做阅读理解和完形填空练习,另一半做英汉互译练习。对受试者进行的即时词汇测试和延时测试的结果表明,翻译练习能够促成二语词汇的附带习得。而且,相对于阅读后做理解题及填空题,翻译练习能够获得更佳的词汇习得效果,尤其在词汇的产出性知识方面。     

The role of vocabulary components in second language learners' early reading comprehension

Background

In countries with German as an official language, children with German as a second language perform overall worse in school than their German native speaking peers. This particularly affects written language skills, which require advanced language knowledge. The reasons are manifold, but one is prominent, namely poor vocabulary knowledge. Vocabulary, however, consists not only of the number of known words but also of a complex and hitherto under-researched lexico-semantic framework, which is referred to as vocabulary depth.

Method

In the present study, a sample of 373 children (322 German native speakers and 51 with German as a second language) was examined longitudinally in Grade 2 and 3 for their reading comprehension and vocabulary breadth and depth. Vocabulary depth was defined as relational and semantic word knowledge. Latent change score models on vocabulary breadth and depth development including reading precursor skills, non-verbal intelligence and SES were conducted.

Results

The children with German as a second language scored lower than the native German speakers in reading and vocabulary tests, with the difference in vocabulary depth being more pronounced than in vocabulary breadth. Importantly, the differences did not tend to diminish over time, which could have been expected. The differences in reading comprehension can be accounted for mainly by the variations in vocabulary, especially in vocabulary depth.

Conclusions

These findings emphasise the importance of including not only vocabulary breadth but also vocabulary depth in the context of reading research on children who do not speak the majority language.

     

Effects of multimedia annotations on incidental vocabulary learning and reading comprehension of advanced learners of english as a foreign language

The study investigates immediate and delayed effects of different hypermedia glosses on incidental vocabulary learning and reading comprehension of advanced foreign language learners. Sixty-nine freshman TEFL students studying at a Turkish university were randomly assigned to three types of annotations: (a) definitions of words, (b) definitions coupled with associated pictures, and (c) definitions coupled with associated short videos. Subjects were asked to read an annotated text with the intention of comprehension. The data were collected through a vocabulary pre-test, a vocabulary post-test, a delayed vocabulary test as well as a reading comprehension test. In order to measure incidental vocabulary learning, subjects were not told that they were going to be given vocabulary tests. Results showed that the groups that had access to definitions along with both types of visuals had significantly higher vocabulary scores on both immediate and delayed post-tests than the definition only group. However, no differences were observed on the reading comprehension test. Finally, the qualitative data revealed that hypermedia reading had positive impact on participants’ attitudes towards foreign language reading and vocabulary learning.

Meaningfulness is in the eye of the reader: eye-tracking insights of L2 learners reading e-books and their pedagogical implications

This study employed eye-tracking technology to probe the online reading behavior of 52 advanced L2 English learners. These participants read an e-book containing six types of multimedia supports for either vocabulary acquisition or comprehension. The six supports consisted of three micro-level supports that provided information about specific words (glosses, vocabulary focus, and footnotes), and three macro-level supports that provided global or background information (illustrations, infographics, and photos). The participants read the ebook under two presentation modes: (1) simultaneous mode: where digital input and supports were presented at the same time; and (2) sequential mode: where the digital content and supports were incrementally presented. Analyses showed that when reading for vocabulary acquisition, vocabulary focus and glosses were significantly fixated on, and when reading for comprehension, illustrations were more intensely fixated on. Additionally, when the digital content was incrementally presented, vocabulary focus received significantly higher total fixation duration. This suggests that reading under the sequential mode has the potency to guide L2 learners’ focal attention toward micro-level supports. In contrast, under the simultaneous presentation mode, L2 learners seemed to divide their focal attention among both micro-level and macro-level supports. Pedagogical implications are discussed based on the findings of this study.     

国外二语词汇深度测量工具综述

本文对两种二语词汇深度测量工具（VKS和WAT）进行了回顾和总结,并对二语词表、二语词汇知识做了简单描述。文章指出,VKS和WAT在研究和测量二语词汇知识方面有各自的特点和不足,因此,研究者应结合研究目的,正确选择和利用这两种工具。     

浅谈中级阶段对外汉语阅读教学

阅读是留学生学习和掌握汉语的基本技能之一,阅读教学在对外汉语教学中十分重要。本文从对外汉语教学出发,浅谈中级阶段阅读教学的一些原则和方法。     

The effect of preschool dialogic reading on vocabulary among rural Bangladeshi children

The purpose of the study was to examine the efficacy of a 4-week dialogic reading intervention with rural Bangladeshi preschoolers with the intention of increasing their expressive vocabulary. Eighty preschoolers randomly selected from five preschools participated in the 4-week program. Their expressive vocabulary, measured in terms of definitions, was tested on 170 challenging words before and after the program and compared with that of control children who participated in the regular language program. Both groups were read in Bangla eight children's storybooks with illustrations, but the dialogic reading teacher was given a set of “wh” and definitional questions to enhance children's verbal participation. The mean vocabulary scores of dialogic program children increased from 26% to 54% whereas the control children remained at the same level. Results are discussed in terms of the successful application of dialogic reading to low-resource preschools.     

Improving second language skills of immigrant students: A field trial study evaluating the effects of a summer learning program

Immigrant students’ school success is often hampered by limited second language (L2) proficiency, yet the effectiveness of different approaches to L2 support is unclear. Using a summer camp setting, we tested effects of (1) implicit support focusing on meaning of language by engaging students in language-intensive activities without drawing their attention to rules (operationalization: theatre program) and (2) combined implicit and explicit support focusing students’ attention on both meaning and form of language (operationalization: theatre program and instruction in German as L2). A baseline group received no support. N = 149 third-graders with German as L2 participated. There was no effect for the implicit condition on L2, yet children in the combined condition performed significantly better in grammar and reading after the treatment than the baseline group. The difference for vocabulary did not reach significance. Three months later, a significant effect for the combined condition was only found for reading.     

以培养良好阅读习惯为基础的学习素养教育探讨

随着网络时代的发展,大学生与网络越来越"亲近",网络改变了现代大学生的生活、学习甚至阅读的习惯,使大学生的阅读呈现出轻阅读、快阅读、浅阅读等现象。这些现象造成了大学生知识文化的沉淀不足、阅读观的扭曲和"单向度"人群的扩散。我们可以通过引导经典阅读的氛围、培养课堂拓展阅读习惯、增强网络阅读能力等方面入手进行阅读习惯的养成教育,让大学生学会思考、学会学习、学会自我发展,从而达到提升学习素养的目标。     

国内二语阅读词汇附带习得实证研究：回顾与展望

近年来,国内有关二语阅读的词汇附带习得实证研究越来越多。文章回顾了9年来国内8种外语类重要期刊上有关词汇附带习得的实证研究成果,全面阐释了词汇附带习得研究的理论背景、总结了已有的实证研究发现。最后,指出了该领域研究中存在的疑问和矛盾之处,并对未来的发展进行了展望。     

Reading vocabulary influences in phonological recoding during the development of reading skill: a re-examination of theory and practice

Children’s skill at recoding graphemes to phonemes is widely understood as the driver of their progress in acquiring reading vocabulary. This recoding skill is usually assessed by children’s reading of pseudowords (e.g., yeep) that represent “new words.” This study re-examined the extent to which pseudoword reading is, itself, influenced by orthographic rimes (e.g., eep) of words of the child’s reading vocabulary, during the development of reading skill. In Study 1, children with word reading levels of 6–10 years read matched pseudowords that do and do not share an orthographic rime with words of their reading vocabularies. Study 2 was conducted to further examine such a comparison for children of the 6- to 8-year word reading levels. There was a small and constant advantage of shared lexical orthographic rimes for children with reading levels 6–8 years but from 8 to 10 years that advantage increased significantly, as expected by Ehri’s phase account of word reading development. The pseudoword reading of children learning to read English involves use of lexical orthographic components as well as context-free recoding of graphemes to phonemes. This implies a qualification to the common interpretation of pseudoword reading as a measure of context-free grapheme–phoneme recoding. Such a measure should use selected pseudowords that do not share orthographic rime units or other multigrapheme components with words of the children’s reading vocabularies.     

基于二语学习方法研究的英语教学

外语学习与第二语言学习是不同的。第二语言学习是指学习者大量接受可理解的语言输入,自然而然的习得语言。本文根据学习者对二语的学习方法等,针对英语教学中出现的问题提出具体的解决对策,具有一定的借鉴意义。     

The benefits of metacognitive reading strategy awareness instruction for young learners of English as a second language

This paper presents a small‐scale study examining the effects of metacognitive reading strategy instruction on English language learners' reading comprehension in a Hong Kong international school. Twenty‐five primary school (Grade 5) students who learn English as a second language participated in this study. Metacognitive instruction was incorporated into 10 process‐based reading lessons. Data were collected from notes learners took during reading, post‐reading reflection reports, teacher‐facilitated group discussions and two types of reading tests. Results revealed that the young learners could articulate several knowledge factors that influenced their reading. In addition, learners reported a better understanding of the nature and demands of reading, a deeper awareness of metacognitive knowledge in improving reading comprehension and increased confidence in handling reading exercises. The learners also showed enhanced reading performance compared to those in a control group without metacognitive intervention. This study highlights the potential of metacognitive instruction to enhance primary school English learners' reading literacy.     

Integrating self-paced mobile learning into language instruction: impact on reading comprehension and learner satisfaction

The study integrated self-paced mobile learning (m-learning) into a language course, and examined what impacts were being produced on learners’ reading comprehension and student satisfaction resulting from the instruction with m-learning integration. The self-paced, learner-centered mobile learning integration instruction (MLI) was compared with group-oriented, teacher-centered instruction without m-learning integration. Six classes of students from three different departments participated in the study. One class from each department received MLI, while the other class from each department was involved in traditional learning instruction (TLI). Evaluation of the instruction was based upon data from the post-treatment reading test and one questionnaire related to learner satisfaction. The results revealed that the learners exposing to the MLI scored higher in the test than those with TLI, and they showed great satisfaction with the instruction integrating m-learning. Particularly, the students from the Department of Information Management receiving instruction supported by mobile technologies performed best in the reading test and gained the highest score on the satisfaction questionnaire.     

A prediction model of foreign language reading proficiency based on reading time and text complexity

In textbooks, foreign （second） language reading proficiency is often evaluated through comprehension questions. In case, authentic texts are used as reading material, such questions should be prepared by teachers. However, preparing appropriate questions may be a very demanding task for teachers. This paper introduces a method for automatically evaluating proficiency, wherein comprehension questions are not required. This method assesses a learner＇s reading proficiency on the basis of the linguistic features of the text and the learner＇s reading time. A reading model following this method predicted reading proficiency with an ER （error rate） of 18.2%. This ER is lower than those of models proposed in previous studies. Furthermore, the ER of the authors＇ reading model for various learner groups classified by their RS （reading speeds） was examined. The result of this examination showed that the error rate was the lowest for the group of learners with fast RS.     

The effects of robot-assisted language learning: A meta-analysis

Given the importance of learner–interlocutor interactions, social robots have received considerable attention in the field of language learning, as this technology can physically accompany learners, is equipped with common social behaviors, and can effectively communicate with learners for language acquisition. In line with the continuous efforts to examine the effects of using social robots in language learning, this study is a meta-analysis aiming to integrate the findings of previous experimental studies on robot-assisted language learning (RALL), focusing on language learning achievement. To this end, we selected 12 independent samples (N = 522) from the initial pool of 16 empirical studies—including 23 independent samples (N = 1147)—and computed effect sizes along with their standard errors. The results indicated that RALL had a medium-sized average effect (d = 0.59, SE = 0.09, 95% CI: 0.41–0.76) compared to non-RALL conditions, such as traditional learning conditions without technology (e.g., teacher-only) or other technology-mediated conditions (e.g., virtual agents and tablet PCs). We further identified several moderator variables (i.e., age group, target language, language domain, robots’ role, interaction type, type of non-RALL condition), and provided an in-depth discussion on how these variables were related to the effectiveness of using robots for language learning.     

Bilingual education through a pluri-centric approach: A case study of the effects of simultaneously learning two languages on L1 and L2 reading and writing proficiency

Language education has often been conducted based on monoglossic ideologies that keep L1 and L2 separate, a practice that receives growing criticism as out of sync with today’s multilingual globalized world. Informed by interdependence hypotheses and translanguaging theory, this research study explored the effects of a pluri-centric approach to learning L1 and L2 simultaneously. Through a bilingual intervention course with data collected from interviews, parents’ logbooks, observation field notes, questionnaires, and L1 and L2 reading and writing tests, this case study (n = 9) revealed that the approach effectively improved learners’ L1 and L2 proficiency, learning behaviour outside the classroom, self-efficacy, and confidence. Overall, the participants also perceived the bilingual course as effective, efficient, and innovative. The study provides a basis to reflect upon transferrable skills and core underlying proficiency as powerful concepts to draw upon in enhancing bilingual proficiency and effecting positive changes in learners’ behaviour and psychological well-being.