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本文从实证研究的角度就非英语专业词汇附带习得展开调查,试图就前人研究中存在的一些问题(英语水平不同的学习者是否能附带性习得词汇;用于量化学习者认知努力程度的三个因素对于词汇附带性习得是否同等重要;投入量相同的输出任务和输入任务是否对词汇的保持具有同样的影响效果)进一步提供实证研究证据,来验证投入量假设这一理论。
This essay investigates the incidental incidental acquisition of non-English majors from the perspective of empirical research, trying to find out some problems existing in previous researches (whether or not learners with different levels of English can acquire vocabulary by nature; The degree of three factors for lexical incidental acquisition is equally important; the output of the same input tasks and input tasks have the same effect on the maintenance of vocabulary) to provide empirical evidence to further verify the theory of input hypothesis.