摘要
本研究以Craik和Lockhart（1972）的认知加工层次理论为理论框架,旨在考察建立在该理论基础上的词汇直接学习对外语词汇学习产生的影响。根据认知加工层次理论,对单个的词可进行形式和语义即浅层次和深层次加工;加工层次越深,记忆效果越好。本研究吸收词汇语义学的某些观点对该理论的语义层次重新定义,即不仅仅限于语境意义,还包括由该词的横组合关系和纵聚合关系组成的语义网络。本研究发现:语义认知加工的词汇直接学习对整个学习效果产生积极的促进作用,而形式加工却产生抑制作用。语义加工组受试的词汇保持量和保持率远远超出其他两组;在理解和产出两个水平上,语义加工组均高出其他两组,尤其在产出水平上具有无可比拟的优越性;形式加工在一定程度上对学习效果特别是理解层面产生干扰效应。最后作者从自我产生、加工深度、频率和编码等方面对实验结果进行了探讨。
The present research makes an attempt to study the effect on overall vocabulary learning with direct vocabulary learning based on the theory of depths of processing proposed by Craik and Lockhart (1972). According to the theory, there exist two levels of cognitive processing: the formal level or the surface level and the semantic level or the deep level. The deeper the processing, the more durable the memory of the item processed. This research is intended, through teaching and learning experiment, to testify and enrich the theory, and shed light on effective vocabulary learning for English learners at college level. The findings have shown that semantic processing in direct vocabulary learning facilitates learning and retention, while formal processing can be inhibitory; subjects engaged in semantic processing achieve far superior results than those in formal group and those in control group at both comprehension and production levels, especially the latter level; formal processing can lead to some interference effect on the comprehension level. Finally, the authors interpret the results in terms of self-generation, processing depth, frequency and encoding.
出处
《现代外语》
CSSCI
北大核心
2002年第2期176-186,共11页
Modern Foreign Languages
关键词
外语词汇学习
认知加工层次理论
外语学习
学习方法
depths of processing, L2 vocabulary learning, incidental learning, direct learning
