School of Languages, Literatures and Linguistics, Bangor University, Bangor, Gwynedd, LL57 2DG, UK.
Department of English Studies, University of Graz, Graz, Austria.
J Psycholinguist Res. 2020 Dec;49(6):975-991. doi: 10.1007/s10936-020-09720-9.
This study explores how vocabulary learning strategy usage and skills in the four language domains relate to participants' increase in vocabulary size and to the learning of specific vocabulary items over a certain period of time. Sixty-one advanced L1 Arabic L2 learners of English read target words in semi-authentic reading materials and were instructed to either guess the meaning from context or consult a dictionary. Pre- and delayed post-tests assessed vocabulary size and knowledge of the target vocabulary items. Results showed that learning through inferencing, but not learning through dictionary use, depended on learners' familiarity with the particular learning strategy. Additionally, note taking and reading comprehension influenced lexical knowledge and acquisition in complex ways.
本研究探讨了词汇学习策略的使用以及在四个语言领域的技能如何与参与者词汇量的增加以及在一定时间内学习特定词汇项目相关。61 名高级阿拉伯语母语的英语学习者阅读半真实阅读材料中的目标单词，并被要求从上下文中猜测词义或查阅字典。在预测试和延迟后测试中评估了词汇量和对目标词汇项目的了解。结果表明，通过推断学习，而不是通过字典使用学习，取决于学习者对特定学习策略的熟悉程度。此外，记笔记和阅读理解以复杂的方式影响词汇知识和习得。
