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汉语二语阅读中词汇附带习得研究的元分析

汉语二语阅读中词汇附带习得研究的元分析

 侯晓明.
 tr. 555-573 中文
世界汉语教学词汇附带习得.元分析.合并习得率.汉语二语阅读.系统性回顾.
Tác giả CN 侯晓明.
Nhan đề 汉语二语阅读中词汇附带习得研究的元分析 / 侯晓明.
Mô tả vật lý tr. 555-573
Tóm tắt Incidental vocabulary learning through reading is defined as the learning of vocabulary as a by-product of reading for comprehension.A good number of empirical studies have investigated the effectiveness of Chinese L2 incidental vocabulary learning,but no consensus has been reached.This study employed meta-analysis to systematically review the existing literature,particularly in regard to empirical studies between 2000 and 2017.By compiling the results from 17 primary studies with 21 individual ... More
Tóm tắt 阅读中的词汇附带习得是指当学习者的注意力集中在阅读理解时,附带学会词汇的意义、用法。2000年以来,汉语二语习得领域已积累了一定数量的关于附带习得效果的实证研究,但结果并不一致。本文运用元分析方法系统分析了2000-2017年的有关实证研究结果。通过合并21个独立样本的习得率,发现:当目标词出现1至3次时,学习者在即时后测中的合并习得率为33.9%,在延时后测中的保持率约为75%。亚组分析确定"有无前测"为异质性来源,即无前测的研究可能存在阅读前学习者已了解目标词词义的情况。因此我们呼吁研究者摒弃主观判断,科学确定目标词。此外,本文还从实验设计、阅读材料、学习者三方面对其他七个因素进行了定量分析或定性讨论。
Thuật ngữ chủ đề 世界汉语教学-$t世界汉语教学 ,Chinese Teaching in the World , Editorial E-mail ,$gNo 4. 2018
Từ khóa tự do 词汇附带习得.
Từ khóa tự do 元分析.
Từ khóa tự do 合并习得率.
Từ khóa tự do 汉语二语阅读.
Từ khóa tự do 系统性回顾.
Nguồn trích 世界漢語教學=Shijie Hanyu Jiaoxue- 4/2018
MARC
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520[ ] |a Incidental vocabulary learning through reading is defined as the learning of vocabulary as a by-product of reading for comprehension.A good number of empirical studies have investigated the effectiveness of Chinese L2 incidental vocabulary learning,but no consensus has been reached.This study employed meta-analysis to systematically review the existing literature,particularly in regard to empirical studies between 2000 and 2017.By compiling the results from 17 primary studies with 21 individual ... More
520[ ] |a 阅读中的词汇附带习得是指当学习者的注意力集中在阅读理解时,附带学会词汇的意义、用法。2000年以来,汉语二语习得领域已积累了一定数量的关于附带习得效果的实证研究,但结果并不一致。本文运用元分析方法系统分析了2000-2017年的有关实证研究结果。通过合并21个独立样本的习得率,发现:当目标词出现1至3次时,学习者在即时后测中的合并习得率为33.9%,在延时后测中的保持率约为75%。亚组分析确定"有无前测"为异质性来源,即无前测的研究可能存在阅读前学习者已了解目标词词义的情况。因此我们呼吁研究者摒弃主观判断,科学确定目标词。此外,本文还从实验设计、阅读材料、学习者三方面对其他七个因素进行了定量分析或定性讨论。
650[ ] |a 世界汉语教学 |2 $t世界汉语教学 ,Chinese Teaching in the World , Editorial E-mail ,$gNo 4. 2018
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653[0 ] |a 元分析.
653[0 ] |a 合并习得率.
653[0 ] |a 汉语二语阅读.
653[0 ] |a 系统性回顾.
773[0 ] |t 世界漢語教學=Shijie Hanyu Jiaoxue |g 4/2018
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