语境丰富性和生词重复暴露对儿童附带性词汇学习的影响

心理与行为研究 ›› 2017, Vol. 15 ›› Issue (5): 669-674.

语境丰富性和生词重复暴露对儿童附带性词汇学习的影响

刘妮娜¹, 何苗¹, 李科佳¹, 刘志方², 梁菲菲³, 闫国利¹

1. 天津师范大学心理与行为研究院, 天津 300074;
2. 宁波大学心理学系暨研究所, 宁波 315211;
3. 天津师范大学教育科学学院, 天津 300074

收稿日期:2016-09-20 出版日期:2017-09-20 发布日期:2017-12-28
通讯作者: 刘妮娜,E-mail:lnnair@163.com
基金资助:
国家社会科学基金青年项目（17CYY059）、天津市哲学社会科学规划课题（TJJX15-023）、国家自然科学基金项目（31600902）和天津市教育科学规划课题（BE4137）

The Influence of Contextual Enrichment and Repeated Exposure of New Words on Incidental Vocabulary Learning for Children in Primary School

LIU Nina¹, HE Miao¹, LI Kejia¹, LIU Zhifang², LIANG Feifei³, YAN Guoll¹

1. Academy of Psychology and Behavior, Tianjin Normal University, Tianjin 300074;
2. College of Education, Ningbo University, Ningbo 315211;
3. Center for Cooperative Innovation in Mental Health Assessment and Promotion, Tianjin 300074

Received:2016-09-20 Online:2017-09-20 Published:2017-12-28

摘要/Abstract

摘要： 考察了重复阅读下语境丰富性和生词重复暴露对儿童附带性新词学习的影响。实验设为三种学习条件：多语境重复、单语境重复、基线。结果显示，在反映词汇加工早期阶段的凝视时间和晚期阶段的总注视时间上，均表现为多语境重复学习后的词汇加工时间显著短于单语境重复条件和基线条件，且后两者间无差异。结果证明，儿童在重复阅读过程中对丰富语境线索的使用是附带性词汇学习发展的主要原因，而生词单纯的重复暴露并未产生明显效果，进一步表明只有在丰富的语境环境下单词的重复才会提高儿童新词学习的质量。关于语境丰富性和重复在附带性词汇学习理论和语文实践教学价值上的启示将被讨论。

关键词: 附带性词汇学习, 重复阅读, 语境丰富性, 眼动

Abstract: This study investigated the influence of contextual enrichment and repeated exposure of new words on Incidental Vocabulary Learning in children repeated reading. Three learning conditions were set up in the experiment: multi context repetition, single context repetition, and baseline. The results showed that both the fixation time reflecting in the early stage of word processing and the total gaze time reflecting in the late stage indicate that the processing time of words was significantly shorter than the single context repetition and baseline conditions, and there was no difference between the latter two. The results indicated that the use of rich contextual cues in repeated reading is the main reason for incidental vocabulary development, however, new words are simply repeated exposures has no obvious effect, further proved that repetition of words can improve the quality of children's new words learning only in a rich context. The implications of contextual richness and repetition in incidental vocabulary learning theory and Chinese practical teaching will be discussed.

Key words: incidental vocabulary learning, repeated reading, context richness, eye movement

中图分类号:

B842.5

刘妮娜, 何苗, 李科佳, 刘志方, 梁菲菲, 闫国利. 语境丰富性和生词重复暴露对儿童附带性词汇学习的影响[J]. 心理与行为研究, 2017, 15(5): 669-674.

LIU Nina, HE Miao, LI Kejia, LIU Zhifang, LIANG Feifei, YAN Guoll. The Influence of Contextual Enrichment and Repeated Exposure of New Words on Incidental Vocabulary Learning for Children in Primary School[J]. Studies of Psychology and Behavior, 2017, 15(5): 669-674.

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