本研究采用任务启动的方式,考察任务聚焦度及二语水平对产出驱动下词汇习得的影响。结果发现:(1)聚焦的产出任务,相对于非聚焦的产出任务,更能有效促进学习者对后继阅读中词汇的注意及习得;然而,聚焦的产出任务之间,尽管聚焦度不同,对词汇的促学效果却无明显影响;(2) 学习者的二语水平对产出任务效应无明显的调节作用;(3) 时间对任务效应有制约作用。研究结果表明,产出驱动下的二语词汇附带习得是一个复杂动态的过程,受到任务聚焦度、二语水平及时间的共同影响。
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