不同类型的任务对高职非英语专业学生词汇附带习得的影响

在词汇习得的理论中，Laufer和Hulstijn（2001）在认知加工层次理论基础之上，提出了基于任务的“投入量假说”，以其易于操作、衡量的特点而受到关注。本研究选取山东外贸职业学院英语水平相当的非英语专业105名一年级学生分别在听力课堂上完成了投入量相同但类型不同的两项任务。试验结果基本上验证了投入量假说中关于任务类型的结论：投入量指数一样但是指数分布不同的输出型任务和输入型任务在附带词汇习得和保持方面的效果是一样的。

Effects of Different Type of Tasks on Vocabulary Incidental Acquisition for Vocational College Students

Among the theories of vocabulary acquisition,Laufer and Hulstijn （2001）came up with the task-induced ＂involvement load hypothesis＂ which is based on the theory of depths of processing. This hypothesis is easy to operate and measure.We conducted the experiment with the 105 non-English freshmen at similar level of English proficiency in Shandong Foreign Trade Vocational College to finish two different type of tasks with same involvement index in the listening class. Basically, the results can test the Involvement Load Hypothesis： tasks with the same involvement load,but a different distribution of three components will have the same effect on vocabulary acquisition.That is to say,an input task and an output task,with the same involvement index,will produce the same result in vocabulary acquisition and retention.