摘要
词表是学习英语词汇的重要方式之一,但现有研究很少关注词表学习中的频次和间隔效应。为探讨此问题,119名受试分成3组,第1组20分钟学习词表3次,第2组20分钟学习词表6次,第3组10分钟学习3次后,间隔30分钟后再用10分钟学习3次。研究发现:词表学习中存在间隔效应,但同时学习3次和6次之间无显著差异,即此时不存在频次效应;间隔效应对多维词汇知识的影响不同,对产出性知识的影响大于接受性知识,对词音的影响大于词义和词形,对词性的影响最小。因此建议词表学习中采用间隔效应,尤其是学习产出性和词音知识时。
With the rise of usage-based linguistic theory,frequency and spacing effects have regained attention.Word list is one of the common ways to learn English vocabulary,but existing researches have paid little attention to frequency and spacing effects in word-list learning.To explore this question,119 subjects were divided into three groups.The first group learned the word list three times within 20 minutes,the second group six times within 20 minutes,and the third group three times within 10 minutes first,and then re-learned it three times within10 minutes,however the repetition was made after the interval of 30 minutes of learning.The results show that there is a spacing effect in word list learning,however there is no significant difference between 3 and 6 simultaneous learnings,that is,there is no frequency effect at this time.The spacing effect had differential effects on multidimensional vocabulary knowledge:its effect on productive knowledge was more than that on receptive knowledge,its effect on pronunciation was greater than that on meaning and spelling,and its effect on syntax was the least.Consequently,it is recommended to use the spacing effect when learning the word list,especially when learning productive and phonetic knowledge.
作者
翟康
ZHAI Kang(School of Foreign Languages,Fujian Polytechnic Normal University,Fuqing,Fujian 350300,China)
出处
《福建技术师范学院学报》
2025年第1期75-83,共9页
JOURNAL OF FUJIAN POLYTECHNIC NORMAL UNIVERSITY
基金
福建省社会科学基金项目(FJ2024B067)。
关键词
二语词汇习得
词表学习
频次效应
间隔效应
多维词汇知识
second language vocabulary acquisition
word list learning
frequency effect
spacing effect
multidimensional vocabulary knowledge
