语义任务与形式任务对二语词汇形义匹配的影响——对加工资源分配模型的验证

doi:10.12002/j.bisu.521

摘要/Abstract

摘要：

本研究采用拉丁方设计，考察任务类型对二语词汇即时学习的影响，并从词汇形义匹配的角度对加工资源分配模型（即TOPRA模型）的适用性进行验证。51名非英语专业一年级大学生分别在语义任务、形式任务和无任务3种条件下学习24个英语单词，之后接受单词自由回忆和单词提示回忆的即时测试。结果发现：在一语自由回忆测试中，任务类型显著影响词汇意义的学习，语义任务对词汇意义的学习有促进作用，而形式任务对词汇意义的学习有抑制作用;在二语自由回忆测试中，任务类型对词汇形式的学习没有影响;在一语和二语提示回忆测试中，任务类型显著影响二语词汇的即时学习效果，语义任务和形式任务都对词汇形义匹配知识的学习有抑制作用。本研究部分验证了TOPRA模型的适用性，希望可以为二语词汇教学提供一定的借鉴和参考。

关键词: 语义任务; 形式任务; 形义匹配; 加工资源分配模型; 拉丁方设计

Abstract:

In this study, a Latin square design was adopted to examine the impacts of task type on the immediate learning of second language (L2) vocabulary. In addition, we tested the applicability of the type of processing-resource allocation (TOPRA) model from the novel perspective of the form-meaning mapping component. Fifty-one first-year non-English majors were recruited as participants; they learned a total of 24 words in the following three conditions: a semantic task, a formal task, and no task. A vocabulary test was administered immediately after the completion of the learning phase to measure the free recall and cued recall of the 24 words. The results of the first language (L1) free recall subtest showed that the task type had a significant effect on the learning of the semantic aspects of word knowledge, with the semantic task promoting and the formal task impeding the learning of the semantic aspects of word knowledge. The results of the L2 free recall subtest indicated that the task type had no significant effect on the learning of the formal aspects of word knowledge. The results of both the L1 and the L2 cued recall subtests showed that the task type had a significant effect on the learning of the form-meaning mapping component, with both the semantic task and the formal task impeding the learning of the form-meaning mapping component. These results partially supported the TOPRA model. This study has pedagogical implications for teaching L2 vocabulary.

Keywords: semantic task; formal task; form-meaning mapping; TOPRA model; Latin square design

中图分类号:

H319

李旭奎, 陈婧. 语义任务与形式任务对二语词汇形义匹配的影响——对加工资源分配模型的验证[J]. 北京第二外国语学院学报, 2024, 46(3): 72-84.

Li Xukui, Chen Jing. Impacts of Semantic and Formal Tasks on the Form-Meaning Mapping Component in Second Language Vocabulary Learning — Testing the Type of Processing-Resource Allocation Model[J]. Journal of Beijing International Studies University, 2024, 46(3): 72-84.

图/表 6

参考文献 21

[1]	BARCROFT J. The Effects of Sentence Writing as Semantic Elaboration on the Allocation of Processing Resources and Second Language Lexical Acquisition[D]. Urbana-Champaign: University of Illinois at Urbana-Champaign, 2000.
[2]	BARCROFT J. Semantic and structural elaboration in L2 lexical acquisition[J]. Language Learning, 2002(2):323-363.
[3]	BARCROFT J. Effects of questions about word meaning during L2 Spanish lexical learning[J]. The Modern Language Journal, 2003(4):546-561.
[4]	BARCROFT J. Effects of sentence writing in second language lexical acquisition[J]. Second Language Research, 2004(4):303-334.
[5]	BARCROFT J. Effects of synonym generation on incidental and intentional L2 vocabulary learning during reading[J]. TESOL Quarterly, 2009(1):79-103.
[6]	BROWNE C, CULLIGAN B & PHILLIPS J. The New General Service List 1.01[EB/OL].(2016)[2019-05-12]. https://www.newgeneralservicelist.com/new-general-service-list.
[7]	CRAIK F I M & LOCKHART R S. Levels of processing: A framework for memory research[J]. Journal of Verbal Learning and Verbal Behavior, 1972(6):671-684.
[8]	CRAIK F I M & TULVING E. Depth of processing and the retention of words in episodic memory[J]. Journal of Experimental Psychology: General, 1975(3):268-294.
[9]	HYDE T S & JENKINS J J. Differential effects of incidental tasks on the organization of recall of a list of highly associated words[J]. Journal of Experimental Psychology, 1969(3):472-481.
[10]	KIDA S. The role of processing-resource allocation in incidental L2 vocabulary learning through reading[J]. Annual Review of English Language Education in Japan, 2010, 21:171-180.
[11]	KIDA S. Secondary task type, exposure frequency, and their combined effects on second language vocabulary learning through reading[J]. Second Language Research, 2022(2):213-232.
[12]	KIDA S & BARCROFT J. Semantic and structural tasks for the mapping component of L2 vocabulary learning[J]. Studies in Second Language Acquisition, 2018(3):477-502.
[13]	KIDA S, BARCROFT J & SOMMERS M. Word learning and lexicalization in a second language: Evidence from the prime lexicality effect in masked form priming[J]. Memory & Cognition, 2022(7):1414-1431.
[14]	MORRIS C D, BRANSFORD J D & FRANKS J J. Levels of processing versus transfer appropriate processing[J]. Journal of Verbal Learning and Verbal Behavior, 1977(5):519-533.
[15]	NATION I S P. Learning Vocabulary in Another Language[M]. Cambridge: Cambridge University Press, 2001.
[16]	STEIN B S. Depth of processing reexamined: The effects of the precision of encoding and test appropriateness[J]. Journal of Verbal Learning and Verbal Behavior, 1978(2):165-174.
[17]	WONG W & PYUN D O. The effects of sentence writing on second language French and Korean lexical retention[J]. The Canadian Modern Language Review, 2012(2):164-189.
[18]	鲍贵, 吴翼飞. 任务类型与英语词汇习得实验研究[J]. 外语测试与教学, 2019(2):41-49.
[19]	岳颖莱, 戴建东, 张海燕. 形式加工和语义加工对词汇附带习得的影响——“资源分配模型”与“投入量假设”再探[J]. 解放军外国语学院学报, 2012(2):61-65,110.
[20]	张庆宗, 吴喜燕. 认知加工层次与外语词汇学习-词汇认知直接学习法[J]. 现代外语, 2002(2):176-186.
[21]	周正钟. 加工水平与工作记忆容量对二语语块习得的影响——对“加工资源分配模型(TOPRA)”的考察[J]. 北京第二外国语学院学报, 2013(10):59-66.

任务类型	一语自由回忆测试				二语自由回忆测试
任务类型	M	SD	F	p	M	SD	F	p
语义任务	2.71	1.47	11.103	0.000	3.29	1.63	2.835	0.064
形式任务	1.69	1.44			2.91	1.63
无任务	3.02	1.85			3.76	1.85

任务类型	一语自由回忆测试				二语自由回忆测试
任务类型	M	SD	F	p	M	SD	F	p
语义任务	2.71	1.47	11.103	0.000	3.29	1.63	2.835	0.064
形式任务	1.69	1.44			2.91	1.63
无任务	3.02	1.85			3.76	1.85

任务类型	均值差	标准误	p
语义任务-无任务	-0.311	0.308	0.953
语义任务-形式任务	1.022	0.292	0.003
无任务-形式任务	1.333	0.288	0.000

任务类型	均值差	标准误	p
语义任务-无任务	-0.311	0.308	0.953
语义任务-形式任务	1.022	0.292	0.003
无任务-形式任务	1.333	0.288	0.000

任务类型	一语提示回忆测试				二语提示回忆测试
任务类型	M	SD	F	p	M	SD	F	p
语义任务	4.53	1.49	9.885	0.000	3.18	1.90	7.844	0.001
形式任务	4.29	1.69			2.89	1.72
无任务	5.29	1.33			4.01	1.78