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《Studies of Psychology and Behavior》 2017-05
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The Influence of Contextual Enrichment and Repeated Exposure of New Words on Incidental Vocabulary Learning for Children in Primary School

LIU Nina;HE Miao;LI Kejia;LIU Zhifang;LIANG Feifei;YAN Guoll;Academy of Psychology and Behavior, Tianjin Normal University;College of Education, Ningbo University;Center for Cooperative Innovation in Mental Health Assessment and Promotion;  
This study investigated the influence of contextual enrichment and repeated exposure of new words on Incidental Vocabulary Learning in children repeated reading. Three learning conditions were set up in the experiment: multi context repetition, single context repetition, and baseline. The results showed that both the fixation time reflecting in the early stage of word processing and the total gaze time reflecting in the late stage indicate that the processing time of words was significantly shorter than the single context repetition and baseline conditions, and there was no difference between the latter two. The results indicated that the use of rich contextual cues in repeated reading is the main reason for incidental vocabulary development, however, new words are simply repeated exposures has no obvious effect, further proved that repetition of words can improve the quality of children's new words learning only in a rich context. The implications of contextual richness and repetition in incidental vocabulary learning theory and Chinese practical teaching will be discussed.
【Fund】: 国家社会科学基金青年项目(17CYY059);; 天津市哲学社会科学规划课题(TJJX15-023);; 国家自然科学基金项目(31600902);; 天津市教育科学规划课题(BE4137)
【CateGory Index】: B844.1
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