为了探讨高校英语专业学生在网络超文本阅读过程中的词汇附带习得问题,本研究选用Readers Digest杂志的一篇文章经过处理后上传为网络超文本作为阅读材料;确定文中18个生词作为目标词汇,并随机选取其中9个设置了网络链接;以问卷、测试及后续访谈的方式对60名英语专业本科三年级学生进行实验调查。结果表明:首先,英语专业学生在超文本阅读过程中能够附带习得英语词汇;其次,阅读过程中学生使用了多种生词策略,不同策略的习得结果存在显著性差异;第三,词汇的附带习得及保持与学生英语水平相关;第四,超文本中单词的网络链接并未对词汇习得发挥显著的积极作用。
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