This research investigated the effects of captions on Chinese EFL students' incidental vocabulary acquisition. The results are: 1) Captions contribute a lot to students' incidental vocabulary acquisition. In p...This research investigated the effects of captions on Chinese EFL students' incidental vocabulary acquisition. The results are: 1) Captions contribute a lot to students' incidental vocabulary acquisition. In particular, English captions more greatly enhanced students' mastery of word-spelling and listening word recognition. Chinese captions better improved students' mastery of word-meaning. 2) The effects of both L1 and L2 captions on vocabulary acquisition are conspicuous for students of both high and low L2 proficiency. But in terms of word meaning, students with low L2 proficiency benefit tremendously more from the L1 captions than from the L2 subtitles while the differences between the effects of L1 and L2 captions are not so great for the students of high L2 proficiency. The study suggested that captioned authentic video materials could be a good method to teach L2 vocabulary, but the teachers have to be careful in deciding when and how to use the captions.展开更多
Based on Nation's (2004) classification of word knowledge and Jiang's(2000) psycholinguistic model of vocabulary acquisition in a second language,this experimental study centres on the role Of L1-Chinese in de...Based on Nation's (2004) classification of word knowledge and Jiang's(2000) psycholinguistic model of vocabulary acquisition in a second language,this experimental study centres on the role Of L1-Chinese in developing the semantic and syntactic aspects of the word lack by Chinese EFL learners.Two production tests and an acceptability test are employed among 90 subjects.From the results of the study,it can be seen that Chinese EFL learners have great difficulty in acquiring lack because of the negative influence of their L1- Chinese.That is,Chinese EFL learners are more likely to misuse an L2 word with multiple word classes, when the syntactic category of its L1-Chinese'equivalent'word is only identical with one of these classes. Thus,it is proposed that both Chinese EFL teachers and learners should pay more attention to the cross- language'equivalents'that do not belong to the same word-class category in their L2 word acquisition to prevent the negative Ll-transference and the occurrence of lexical fossilization.展开更多
文摘This research investigated the effects of captions on Chinese EFL students' incidental vocabulary acquisition. The results are: 1) Captions contribute a lot to students' incidental vocabulary acquisition. In particular, English captions more greatly enhanced students' mastery of word-spelling and listening word recognition. Chinese captions better improved students' mastery of word-meaning. 2) The effects of both L1 and L2 captions on vocabulary acquisition are conspicuous for students of both high and low L2 proficiency. But in terms of word meaning, students with low L2 proficiency benefit tremendously more from the L1 captions than from the L2 subtitles while the differences between the effects of L1 and L2 captions are not so great for the students of high L2 proficiency. The study suggested that captioned authentic video materials could be a good method to teach L2 vocabulary, but the teachers have to be careful in deciding when and how to use the captions.
文摘Based on Nation's (2004) classification of word knowledge and Jiang's(2000) psycholinguistic model of vocabulary acquisition in a second language,this experimental study centres on the role Of L1-Chinese in developing the semantic and syntactic aspects of the word lack by Chinese EFL learners.Two production tests and an acceptability test are employed among 90 subjects.From the results of the study,it can be seen that Chinese EFL learners have great difficulty in acquiring lack because of the negative influence of their L1- Chinese.That is,Chinese EFL learners are more likely to misuse an L2 word with multiple word classes, when the syntactic category of its L1-Chinese'equivalent'word is only identical with one of these classes. Thus,it is proposed that both Chinese EFL teachers and learners should pay more attention to the cross- language'equivalents'that do not belong to the same word-class category in their L2 word acquisition to prevent the negative Ll-transference and the occurrence of lexical fossilization.
