大学生第二外语词汇学习中的测试效应
The Testing Effect in the Process of the Second Foreign Language Vocabulary Learning of College Students

本研究采用学习-测试研究范式,以"Swahili-汉语"配对词为实验材料,考察不同实验条件测试对大学生第二外语词汇习得的促进作用。研究发现:(1)不同实验条件的累积回忆正确率相同;(2)测试效应显著,且对长时保持具有促进作用;(3)被试对不同实验条件的学习效果的预期与事实不相符。这些结果表明,自我测试既有助于学生高效习得第二外语词汇,又有助于教师改善课堂教学。
Vocabulary learning is a very difficult process in the second foreign language learning for college students. Therefore, the research on learning and memory strategies based on vocabulary learning is not only helpful for the acquisition of second foreign language vocabulary, but also the common focus of both second foreign language teaching and psychological studies. The learners and educators usually use tests to evaluate the students' academic performance. However, they neglect the effect of test itself on promoting the students' academic performance. Further, the test itself can be a type of learning. In the present study, the "Swahili-Chinese" paired words were used as experimental materials, and we compared the effects of four types of different experiment conditions frequently used and closely related to the test in the teaching practice on the vocabulary learning in the second foreign language learning. The present study showed that (1) the cumulative recall accuracy of four types of experiment conditions were almost the same; (2) testing effect facilitated the long-term memory retention; and (3) the students have different metacognitive for the four types of experiment conditions. Taken together, the present findings reveals that self test helps students acquire the second foreign language vocabulary efficiently and teachers can also improve the efficiency of classroom teaching by using testing effect.