Journal of Beijing International Studies University ›› 2024, Vol. 46 ›› Issue (3): 72-84.DOI: 10.12002/j.bisu.521

• Linguistic Studies • Previous Articles     Next Articles

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

Li Xukui(), Chen Jing()   

  1. Ocean University of China, Qingdao 266100, China
  • Online:2024-08-08 Published:2024-06-30

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

李旭奎(), 陈婧()   

  1. 中国海洋大学,青岛 266100
  • 作者简介:李旭奎,中国海洋大学外国语学院,266100,研究方向:二语习得、英语语言教学。电子邮箱:lixukui@ouc.edu.cn
    陈婧,中国海洋大学外国语学院,266100,研究方向:二语习得。电子邮箱:1254874245@qq.com
  • 基金资助:
    国家社会科学基金项目“汉英条件句的情境认知对比研究”的部分研究成果(20BYY008)

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

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

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