词汇附带习得.pptx

Implicit and Explicit Cognitive Processesin Incidental Vocabulary Acquisition;INTRODUCITIONLITERATURE REVIEWRESEARCH QUESTIONSMETHODOLOGYRESULTSDISCUSSIONCONCLUSION;Introduction;;Lexical processing strategies;guessing/inferring the meaning;Research questions;Methodology;Procedure;Analyses;RESULTS;;; Vocabulary-learning scores—that is the proportion of previously unknownwords for which vocabulary growth was manifest, at least in terms of the recallof a meaning—ranged from eight to 59 per cent for the individual participants,with an overall average of 27 per cent (SD = 13.25).;;Lexical items recalled after being involved in what could be conceived of as an implicit process, however, mostly received a score of three, which is to say, the learners came up with an appropriate translation equivalent. In cases of explicit search for a meaning, the learners attained significantly higher retention scores.;Modeling the importance of implicit and explicit processes;;  In all, the learners in the present study do not behave as active guessers, even though their answers to the strategy inventory by Oxford (1990), reporting theirstrategic behaviour, identified them as strategy-experienced learners (Ender2007: 127).;DISCUSSION;Limitations;CONCLUSION;Inferring alone and inferring combined with consulting were less frequently chosen as processing strategies by the learners in the present study. However, their effects were more profound than those of the other approaches, leading to significantly higher retention rates. A detailed comparison of the different inferring procedures underlined the fact that a context-based top-down association is less effective for learning than are associations involving form and meaning features. ;Reflection