1672-8505

CN 51-1675/C

黄超夷. 图式在ESP词汇附带习得中的功用实证研究[J]. 西华大学学报(哲学社会科学版), 2015, 34(1): 93-101.
引用本文: 黄超夷. 图式在ESP词汇附带习得中的功用实证研究[J]. 西华大学学报(哲学社会科学版), 2015, 34(1): 93-101.
HUANG Chao-yi. An Empirical Study on Functions of Schema in ESP Incidental Vocabular Acquisition[J]. Journal of Xihua University (Philosophy & Social Sciences) , 2015, 34(1): 93-101.
Citation: HUANG Chao-yi. An Empirical Study on Functions of Schema in ESP Incidental Vocabular Acquisition[J]. Journal of Xihua University (Philosophy & Social Sciences) , 2015, 34(1): 93-101.

图式在ESP词汇附带习得中的功用实证研究

An Empirical Study on Functions of Schema in ESP Incidental Vocabular Acquisition

  • 摘要: 本研究旨在探讨图式干预手段下学习者专业词汇附带习得的效果。研究表明:在一般情况下, 词汇水平达到5000且阅读能力较强的学习者专业词汇附带习得效果明显优于未达到该水平者, 至于3000词汇兼阅读能力中等者与2000词汇兼阅读能力较低者专业词汇附带习得则未呈现显著差异。然而, 在图式干预手段下, 3000词汇兼中等阅读能力以上的学习者专业词汇附带习得效果显著提高, 2000词汇兼较低阅读能力者则收效甚微; 并且, 该干预手段比为提高普通词汇附带习得效果而采取的引导手段效果更为显著。同时, 图式干预使3000词汇兼中等阅读能力以上的受试者专业词汇附带习得保持率明显提高, 并且显著优于普通词汇附带习得保持率的引导手段。这一结果对高校ESP课程设置及双语教学推进均有启示。

     

    Abstract: This research aims at exploring the incidental acquisition of professional terms via schema intervention means.The results empirically illustrate that the able readers with 5000 vocabulary level gain significantly more professional terms than other subjects through reading, while there are no significant differences between the fair readers with 3000 vocabulary level and the poor readers with 2000 vocabulary level, which shows the same results to that of incidental general vocabulary acquisition.Schema intervention means, however, make the results completely different.It is found that the fair readers with 3000 vocabulary level performed much better than they did without schema, as well as the able readers with 5000 vocabulary level, though schema is not effective to the poor readers with 2000 vocabulary level.Meanwhile, schema works much better on the readers in incidental professional terms acquisition than other facilitation means working on incidental general vocabulary acquisition.To our surprise, the retention rate of the able and fair readers improved dramatically owning to schema, which is also better than the effects of other facilitation means on general vocabulary acquisition.The above research results have enlightenment for us to establish more reasonable ESP courses and to carry out bilingual education in colleges and universities.

     

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