摘 要
自20世纪70年代以来，有关二语词汇习得的探讨逐渐成为众多学者的探讨对象。而近年来，由于多媒体技术的出现和广泛应用，课堂教学也引入了多媒体技术，学习者更容易接触到图片、视频、音频、字幕等材料，多种输入模态的学习方式更为普遍，因此众多学者也开始关注模态对二语词汇习得的作用。然而近年来有关模态对二语词汇习得的作用方面的探讨，学者们尚未达成统一意见。本文旨在综述并略论近年来有关多种输入模态对第二语言词汇习得的作用的探讨，阐述不同学者在视觉模态，听觉模态及视听双模态对二语词汇习得的作用上的不同探讨结果，略论相关数据，英语毕业论文，进而发现造成异同的原因和当前探讨的局限性。基于对当前相关探讨的综述，英语论文网站，本文进而提出模态对二语词汇习得作用的未来可能探讨的方向和领域。
关键词：二语词汇；视觉模态；听觉模态；视听模态
Abstract
Since the 1970s, vocabulary learning has gradually attracted continuous attention from researchers. And among the massive researches, many scholars have shifted their attention to the modality effects on second language vocabulary learning as learners have more access to materials like images, video, audio and captions due to the introduction of multimedia into teaching activity. However, scholars have not reached a consensus on the issue of modality effects on L2 vocabulary learning. Therefore, the aim of this study is to review recent studies into multimodality effects on L2 vocabulary acquisition, illustrate different results concerning the diversified effects of visual modality, audio modality and a combination of both modality on L2 vocabulary acquisition and compare related data so as to explore the reasons of these disparity and limitations of each investigations. Finally, based on previous review, this study proposes some possible future directions in this field.
Keywords: L2 vocabulary acquisition; visual modality; audio modality; visual and audio modality
Chapter 1 Introduction
Since the 1970s, studies about second language vocabulary acquisition have gradually received considerable attention in the field of second language acquisition. Some scholar (e.g., Lewis, 1993) suggested that the central task of second language acquisition is vocabulary acquisition because vocabulary is the prerequisite to the learning and improvement of other type of linguistic knowledge.[1] And it is also expressed in Richards’ (2017) study that “no amount of grammatical or other type of linguistic knowledge can be employed in communication or discourse without the mediation of vocabulary”.[2] However, second language vocabulary acquisition is a lifetime learning process and there is less doubt that no one can remember all the words in one kind of language. Furthermore, the traditional instructional method--- learning by rote is obviously time-consuming and inefficient. Therefore, it is essential to find some efficient methods to enhance the vocabulary learning of second language learners.
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