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英语专业学生在不同输入模式中的词汇附带习得研究 Abstract ThispaperaimstoinvestigatetheacquisitionofvocabularybyEnglishmajorsacrossdifferentinputmodes.Thestudyfoundthattheacquisitionofvocabularyindifferentinputmodesvariessignificantly,withstudentsincertaininputmodesshowingsignificantlybettervocabularyacquisitionthanthoseinothermodes.Thishasimportantimplicationsforlanguageacquisitionpedagogy,asitsuggeststhatinputmodemaybeakeyfactorinoptimizingvocabularyacquisitionforEnglishmajors. Introduction Oneofthemostimportantaspectsoflanguageacquisitionisvocabularyacquisition.Englishmajors,asstudentsspecializinginthestudyofEnglishlanguageandliterature,placeahighemphasisonvocabularyacquisition.However,themethodsbywhichEnglishmajorsacquirevocabularymayvarysignificantlydependingontheirinputmode. Inputmodereferstothemethodbywhichlearnersareexposedtoandinteractwiththetargetlanguage.Inputmodescanbecategorizedintothreegeneraltypes:listening,reading,andmultimedia(combininglisteningandreading).Englishmajors’vocabularyacquisitionprocessesarelikelytobeinfluencedbywhichinputmodetheymainlyrelyonforlanguagelearning. ThispaperaimstoexaminethedifferencesinvocabularyacquisitionamongEnglishmajorsacrossdifferentinputmodesbyreviewingexistingresearchandexploringthefactorsaffectingvocabularyacquisition.ThefindingsofthisstudymayhaveimportantimplicationsforlanguageacquisitionpedagogyandprovidevaluableinsightsintohowEnglishmajorscanoptimizetheirvocabularyacquisitionprocess. LiteratureReview ResearchontheacquisitionofvocabularyamongEnglishmajorshasshownthatdifferentinputmodeshavedifferenteffectsonvocabularyacquisition.Inparticular,researchhasfocusedonthefollowingthreeinputmodes:listening,reading,andmultimedia. SeveralstudieshavefoundthatEnglishmajors’vocabularyacquisitionthroughlisteningaloneislimitedcomparedtootherinputmodes.Forexample,astudybyLeeandHuang(2015)foundthatEnglishmajorswhoreliedmostlyonlisteningtoEnglishlanguageaudiomaterialshadalowervocabularyknowledgethanthosewhoreliedonotherinputmodes.Theresearchsuggestedthatth