重复口语阅读练习对英语学习者高频多词记忆的影响:多维度研究

A. Chang
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引用次数: 1

摘要

研究表明,第二语言学习者普遍缺乏多词表达知识,第二语言研究者和实践者尝试了各种方法来帮助第二语言学习者更有效地获得多词表达知识。本研究采用一种研究尚未成熟的方法——重复口语阅读——来提高62名大学生对高频多词的记忆能力,他们被分为实验组(n =38)和对照组(n =24)。通过基于主题的文本的预测试,选择了15个不熟悉的多词项目,这些项目只包含已知的单个单词。所有学生首先接受正式的指导,然后实验组在时间限制下口头阅读课文六次。采用延迟两周的后测来测试学生对多词知识的四个维度的保留:听觉形式和听觉意义,以及书面意义和使用。除使用外,实验组在其他三个维度均显著优于对照组。通过GLMM分析口语阅读速度、先验词汇知识、多词知识维度和每项词汇数四个固定因素。结果表明,除口语阅读速度外,三个因素对多词记忆有显著影响。在此基础上,讨论了教学意义并提出了建议。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Effects of Repeated Oral Reading Practice on the Retention of High-Frequency Multiword Items for EFL Learners: Multiple Dimensions
Research has shown that second language (L2) learners generally lack multiword expression knowledge, and L2 researchers and practitioners have tried various techniques to assist L2 learners to acquire it more efficiently. This study adopted an under-researched technique—repeated oral reading—to enhance the retention of high-frequency multiword items by 62 EFL college students divided into experimental (n =38) and control (n =24) groups. Fifteen unfamiliar multiword items comprising only known individual words were selected through a pre-test based on a theme-based text. All students received a formal instruction first, followed by the experimental group orally reading the text six times under a time constraint. A two-week delayed post-test was used to test students’ retention of four dimensions of multiword knowledge: aural forms and aural meanings, and written meanings and use. Except for use, the experimental group significantly outperformed the control group in the other three dimensions. Four fixed factors (oral reading speed, prior vocabulary knowledge, dimensions of multiword knowledge, and the number of words per item) were analyzed via GLMM. Results showed three factors had significant effects on retaining multiword items except oral reading speed. Based on the results, pedagogical implications are discussed and suggestions are made.
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