| 影响词汇附带习得效果的认知因素 |
| |
| 引用本文： | 郭亚莉. 影响词汇附带习得效果的认知因素[J]. 浙江工业大学学报, 2009, 0(2): 179-184 |
| |
| 作者姓名： | 郭亚莉 |
| |
| 作者单位： | 浙江工业大学外国语学院,浙江杭州310023 |
| |
| 基金项目： | 2007年浙江省社会科学界联合会研究课题（07802） |
| |
| 摘 要： | 附带习得是相对于直接习得的一种有效的学习方法，它对二语学习者词汇量的增加起重要作用。本文从认知心理学的角度出发，对词汇附带习得的前提和局限性进行了阐述，分析了影响词汇附带习得的四个认知因素：认知语境、心理图式、选择性注意、加工方法，并提出了相应的教学策略。
|
| 关 键 词： | 附带习得 词汇 认知因素 |
An Exploration of Cognitive Factors of Incidental Learning |
| |
| GUO Ya-li. An Exploration of Cognitive Factors of Incidental Learning[J]. Journal of Zhejiang University of Technology, 2009, 0(2): 179-184 |
| |
| Authors: | GUO Ya-li |
| |
| Affiliation: | GUO Ya-li (College of Foreign Languages, Zhejiang University of Technology, Hangzhou 310023, China) |
| |
| Abstract: | Incidental learning is an effective learning method relative to direct learning. It greatly helps second language learners to enlarge their vocabulary. This paper first reviews the prerequisites and limitations of incidental vocabulary learning from the perspective of cognitive psychology, then analyses four cognitive factors which affect incidental vocabulary learning： cognitive context, schemata, selective noticing and processing method and finally provides some teaching strategies which could be applied in the teaching process to enhance the effect of incidental vocabulary learning. |
| |
| Keywords: | incidental learning vocabulary cognitive factors |
| 本文献已被 维普 等数据库收录！ |
