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本文研究了推理策略训练和文本重复在中国大学生两个信息转移听力任务中的作用。这两个听力任务测试了学生的理解能力和对听力文本中嵌入的十个生词的习得情况。第一组学生只听一遍文本,第二组学生听三遍文本,第三组学生听三遍文本并且接受推理策略训练。实验结果表明文本重复对文本理解和词汇习得都有积极作用;然而,推理策略训练没有额外效果。以往有文献表明给予学生多次机会处理口头输入有助于学生的听力理解,该研究支持了以往的研究发现,并且另外发现文本重复有助于附带词汇习得。
This paper studies the role of reasoning strategy training and text repetition in Chinese college students’ two tasks of information transfer and listening. These two listening tasks test students’ understanding and acquisition of ten new words embedded in the listening text. The first group of students listened to the text only, the second group of students listened to the third passage of text, the third group of students listened to the third passage of text and received inferential strategy training. Experimental results show that text repetition has a positive effect on text comprehension and vocabulary acquisition; however, inference strategy training has no additional effect. Previous literature shows that giving students multiple opportunities to handle verbal input helps students understand their listening comprehension. This research supports previous research findings and found that repetition of texts helps with vocabulary acquisition.