【作者】 李青；

【导师】 马广惠；

【作者基本信息】 南京师范大学 ， 外国语言学及应用语言学， 2012， 硕士

【摘要】 “投入量假设”由Laufer&Hulstijn于2001年提出,至今已逾十年。十年间,该假设引起界内广泛关注,主要原因在于它采用“投入量”的概念将学习者的认知努力量化,使研究者有可能通过实证研究揭示不同阅读任务对词汇习得的影响。假设认为,一项阅读任务引发的投入量越高,对词汇学习的促进作用越好。研究者们就此开展了许多实验,试图证实这一假说,然而,由于研究设计的差异和“投入量假设”本身缺陷的综合作用,迄今仍无统一结论。因此,本文旨在探究由阅读任务引发的“预设投入量”、学习者完成任务时的“实际投入量”以及二语词汇学习结果三者之间的关系,从而找出“投入量假设”无法得到验证的根本原因。具体研究问题如下：(1)“预设投入量”与“实际投入量”一致吗?(2)“预设投入量”能有效预测词汇习得结果吗?(3)“实际投入量”能有效预测词汇习得结果吗?研究结果表明：(1)“预设投入量”与“实际投入量”不一致,前者显著高于后者,尤其表现在“投入量”认知维度的两个因素,即“搜索”和“评价”上；(2)“预设投入量”不能有效预测词汇习得结果,无论在即时词汇测试还是延时词汇测试中,完成具有较高“预设投入量”阅读任务的受试并不一定比完成具有较低“预设投入量”阅读任务的受试表现更好；(3)“实际投入量”与词汇习得结果呈显著正相关,学习者在阅读任务中的实际投入量越高,其词汇初始习得效果越好,但这种优势并不能延续到延时后测中。本研究的发现对于教学有某些启示意义。首先,由于学习者在阅读任务中投入越多、词汇习得效果越好,有必要设计具有高投入量的阅读任务,引发其更多的投入,以促进重要词汇的习得。其次,在设计任务的基础上,教师还应对学习者的内部认知活动多加关注,使得“预设投入量”尽可能多地实现。此外,对新习得词汇进行经常性复习对其长久保持有重要作用。更多还原

【Abstract】 The"Involvement Load Hypothesis”，since its proposal by Laufer and Hulstijn in2001，has attracted much attention in the past decade for it adopts the concept of "involvement load to quantify learners’ cognitive efforts，enabling researchers to carry out empirical research to investigate the effects of different reading tasks on second language vocabulary acquisition． The hypothesis contends that the higher involvement load a reading task induces，the better it can promote L2word learning．A lot of experiments have been conducted to confirm the hypothesis．However，because of the deficiency of the hypothesis itself and differences in research designs of different studies,no consistent conclusions have been achieved so far．Therefore．this paper aims to explore the relationship among the"presupposed involvement load"proposed by Laufer and Hulstijn， the"actual involvement load"devoted by learners and L2vocabulary learning．Three research questions will be answered in this paper：(1)Is the"presupposed involvement load" consistent with the "actual involvement load"?(2) Can the "presHpposed involvement load"predict L2vocabulary learning reshlts efiectively?(3)Can the"actual involvement load"predict L2vocabulary leaming results efiectiVely?Research findings show that：(1)The"presupposed involvement load"is inconsistent with the”actual involvement load" in that the former is signincamly higher thail the latter, especially in terms of the cognitive dimension of the"involvement load"，namely,"search" and "evaluation"；(2) The "presHpposed involvemeilt load" can not predict the L2vocabulary learning results efiectiVely in that participallts accomplishing Yeading tasks with higher"presupposed involvement load"do not necessarily perform significantly better than those completing tasks with lower"presupposed involvement load"with respect to both immediate word learning and longer retention；(3)The"actual involvement load"is positively coitelated to the L2vocabulary learning outcolile in that the more the participallts are actually involved in the reading tasks，the better the words are acquired， but the superiority disappears with regard to longer retention．The findings have some pedagogical implications．First，sinee it is true that the more the1earners are inv01Ved in the teading tasks，the better the words are acquired，it is necessary to design tasks which induce higher involvement load for words especially important for learners to know. Second,the teacher needs to pay much attention to learners’ cognition in addition to task designs,thus making sure the "presupposed involvement load"be fully realized.Moreover, regular rehearsal of newly learnt words is important for longer retention.更多还原