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Tác giả CN
| 曹, 艳春. |
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Nhan đề
| 不同阅读任务对少数民族双语大学生英语词汇附带习得作用的实证研究 = An Empirical Study on Effects of Different Reading Tasks on Incidental English Vocabulary Acquisition by Bilingual Ethnic Minority College Students /曹艳春. |
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Thông tin xuất bản
| 新疆维吾尔自治区乌鲁木齐市 :语言文字工作委员会,2013. |
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Mô tả vật lý
| p. 79-83. |
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Tóm tắt
| The present study explores the effects of three purposely designed English reading tasks on the incidental vocabulary acquisition by bilingual ethnic minority college students in an attempt to test the applicability off Task-induced Involvement Load Hypothesis in teaching and learning English as third language(L3) in Xinjiang.The experimental findings show that reading tasks with higher involvement load are more effective for English vocabulary retention than tasks with lower involvement load,and the Hypothesis is verified in this research to be more suitable for high score achievers in English learning among bilingual ethnic minority college students. |
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Tóm tắt
| 通过设计三项不同的英语阅读任务,探讨不同投入量对新疆少数民族大学生英语(L3)词汇附带习得效果的作用。实验结果表明:投入量指数高的阅读任务比投入量指数低的更有利于保持词汇附带习得效果;任务诱发型投入量假设更适合用于指导英语成绩较高的少数民族双语大学生的词汇附带习得. |
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Thuật ngữ chủ đề
| Empirical study |
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Thuật ngữ chủ đề
| Bilingual ethnic minority students |
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Thuật ngữ chủ đề
| Incidental vocabulary acquisition |
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Thuật ngữ chủ đề
| Reading tasks |
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Từ khóa tự do
| 实证研究 |
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Từ khóa tự do
| 少数民族双语大学生 |
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Từ khóa tự do
| 词汇附带习得 |
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Từ khóa tự do
| 阅读任务 |
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Nguồn trích
| 语言与翻译 = Language and translation- No. 3, 2013. |
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| 041 | 0 |achi |
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| 044 | |ach |
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| 100 | 0 |a曹, 艳春. |
|---|
| 245 | 10|a不同阅读任务对少数民族双语大学生英语词汇附带习得作用的实证研究 =|bAn Empirical Study on Effects of Different Reading Tasks on Incidental English Vocabulary Acquisition by Bilingual Ethnic Minority College Students /|c曹艳春. |
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| 260 | |a新疆维吾尔自治区乌鲁木齐市 :|b语言文字工作委员会,|c2013. |
|---|
| 300 | |ap. 79-83. |
|---|
| 362 | 0 |aNo. 3 (2013) |
|---|
| 520 | |aThe present study explores the effects of three purposely designed English reading tasks on the incidental vocabulary acquisition by bilingual ethnic minority college students in an attempt to test the applicability off Task-induced Involvement Load Hypothesis in teaching and learning English as third language(L3) in Xinjiang.The experimental findings show that reading tasks with higher involvement load are more effective for English vocabulary retention than tasks with lower involvement load,and the Hypothesis is verified in this research to be more suitable for high score achievers in English learning among bilingual ethnic minority college students. |
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| 520 | |a通过设计三项不同的英语阅读任务,探讨不同投入量对新疆少数民族大学生英语(L3)词汇附带习得效果的作用。实验结果表明:投入量指数高的阅读任务比投入量指数低的更有利于保持词汇附带习得效果;任务诱发型投入量假设更适合用于指导英语成绩较高的少数民族双语大学生的词汇附带习得. |
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| 650 | 00|aEmpirical study |
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| 650 | 00|aBilingual ethnic minority students |
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| 650 | 00|aIncidental vocabulary acquisition |
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| 650 | 00|aReading tasks |
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| 653 | 0 |a实证研究 |
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| 653 | 0 |a少数民族双语大学生 |
|---|
| 653 | 0 |a词汇附带习得 |
|---|
| 653 | 0 |a阅读任务 |
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| 773 | |t语言与翻译 = Language and translation|gNo. 3, 2013. |
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| 890 | |a0|b0|c0|d0 |
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