心理发展与教育 ›› 2016, Vol. 32 ›› Issue (2): 198-204.doi: 10.16187/j.cnki.issn1001-4918.2016.02.09

• 教与学心理学 • 上一篇    下一篇

大学生第二外语词汇学习中的测试效应

李永芬1,2, 唐丹丹3, 曹碧华4, 梁秀玲5, 李红1,5   

  1. 1. 辽宁师范大学脑与认知科学研究中心, 大连 116029;
    2. 大连工业大学学生工作处, 大连 116034;
    3. 遵义师范学院教育科学学院, 遵义 563002;
    4. 江西师范大学心理学院, 南昌 330022;
    5. 深圳大学脑功能与心理科学研究中心, 深圳 518000
  • 出版日期:2016-03-15 发布日期:2016-03-15
  • 通讯作者: 李红,E-mail:lihongwrm@vip.sina.com E-mail:lihongwrm@vip.sina.com
  • 基金资助:
    国家社会科学基金"十一五"规划2008年度教育学一般课题(BBA080047)和教育部人文社会科学重点研究基地重大项目(11JJD190002)的资助。

The Testing Effect in the Process of the Second Foreign Language Vocabulary Learning of College Students

LI Yongfen1,2, TANG Dandan3, CAO Bihua4, LIANG Xiuling5, LI Hong1,5   

  1. 1. Research Centre of Brain and Cognitive Neuroscience, Liaoning Normal University, Dalian 116029, China;
    2. Student Affairs Department, Dalian Polytechnic University, Dalian 116034, China;
    3. School of Education Science, Zunyi Normal College, Zunyi 563002, China;
    4. School of Psychology, Jiangxi Normal University, Nanchang 330022, China;
    5. Research Centre for Brain Function and Psychological Science, Shenzhen University, Shenzhen 518060, China
  • Online:2016-03-15 Published:2016-03-15

PDF (PC)

被引次数

3

摘要： 本研究采用学习-测试研究范式,以"Swahili-汉语"配对词为实验材料,考察不同实验条件测试对大学生第二外语词汇习得的促进作用。研究发现:(1)不同实验条件的累积回忆正确率相同;(2)测试效应显著,且对长时保持具有促进作用;(3)被试对不同实验条件的学习效果的预期与事实不相符。这些结果表明,自我测试既有助于学生高效习得第二外语词汇,又有助于教师改善课堂教学。

关键词: 大学生, 第二外语, 词汇习得, 测试效应

Abstract: Vocabulary learning is a very difficult process in the second foreign language learning for college students. Therefore, the research on learning and memory strategies based on vocabulary learning is not only helpful for the acquisition of second foreign language vocabulary, but also the common focus of both second foreign language teaching and psychological studies. The learners and educators usually use tests to evaluate the students' academic performance. However, they neglect the effect of test itself on promoting the students' academic performance. Further, the test itself can be a type of learning. In the present study, the "Swahili-Chinese" paired words were used as experimental materials, and we compared the effects of four types of different experiment conditions frequently used and closely related to the test in the teaching practice on the vocabulary learning in the second foreign language learning. The present study showed that (1) the cumulative recall accuracy of four types of experiment conditions were almost the same; (2) testing effect facilitated the long-term memory retention; and (3) the students have different metacognitive for the four types of experiment conditions. Taken together, the present findings reveals that self test helps students acquire the second foreign language vocabulary efficiently and teachers can also improve the efficiency of classroom teaching by using testing effect.

Key words: college students, second foreign language, vocabulary learning, testing effect

中图分类号: 

  • B844
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