任务模式+注解方式对认知加工和学习策略的探究
Journal: Modern Education Forum DOI: 10.12238/mef.v8i11.14807
Abstract
本文通过认知加工和学习策略深入探讨任务模式(产出型与接受型)和注解方式(夹注与尾注)对二语词汇习得的影响。分析不同任务和注解方式下学习者认知加工过程以及所采用的学习策略。研究发现,产出型任务和夹注在促进深度认知加工、引导有效学习策略运用具有优势,促进二语词汇习得的质量和效率。本文强调在教学过程中应充分考虑任务模式+注解方式对认知加工和学习策略的影响,以优化教学效果。
Keywords
任务模式；注解方式；二语词汇习得；认知加工；学习策略
Funding
广西中青年项目“任务模式与注解方式对二语词汇习得的影响研究”(项目编号：2024KY2125)研究成果。
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