The Role Of Contextual Cues In The Learning Of Concomitant Neologisms By Foreign Students

With the development of international communication,more and more people are lea rning Chinese as a second language.In the process of learning Chinese,vocabulary learni ng and accumulation is an important basis.In addition to classroom learning,a large nu mber of vocabulary learned by foreign students are acquired in daily reading,that is,lea rners accumulate vocabulary through reading.The context of a new word is the basis for foreign students to learn Incidental vocabulary.The semantic information provided by the new word context is an important part of Incidental vocabulary learning.In previous stud ies,often based on the results of the study on the role of context clues in Incidental lea rning evaluation,this study will be sent to you by two eye tracking experiments to expl ore the context clues to students with vocabulary learning process were discussed,in order to further explore the context clues to influence students with vocabulary learning mechanism.To explore whether there are differences in the effect of sentence background clues on the Incidental vocabulary learning of subjects with different Chinese proficiency.Experi ment with new learning paradigm,through 2(Chinese level subjects: high and low)x 2(background context clues: strong and the weak)of mixed experimental design,and using eye tracking system contains strong record of 20 subjects were reading context clues or weak context clues of six sentences,namely conducted 6 word study,after the semantic category judgment task to assess their learning results.The results showed that the accur acy rate of semantic category judgment under the condition of strong contextual context clues was significantly higher than that under the condition of weak contextual backgrou nd clues.At the end of learning,learners' fixation duration on new words was significantl y lower than that of the first learning.The low-proficiency subjects used contextual backg round cues in the early stage of learning,while the influence of contextual background c ues on the high-proficiency subjects was relatively late.The results show that;The strong contextual background clues promoted the Incidental neologism learning of foreign studen ts.The purpose of this study was to explore whether the artificial insertion of interwor d Spaces could affect the extraction and utilization of contextual context clues in the inci dental vocabulary learning.Experiment 2 used new learning paradigm,through 2(backgro und context clues: strong and the weak)x 2(Spaces: with and without)within the subje cts of design,and using eye tracking system contains strong record of 20 subjects werereading context clues or weak context clues and space or no space of six sentences,nam ely conducted 6 word study,after the semantic category judgment task to assess their lea rning results.The results showed that the accuracy rate of semantic category judgment wa s significantly higher under strong contextual cues than under weak contextual cues.In ter ms of gaze duration and total fixation duration,the space between words had significant interaction with contextual cues,and the contextual cues had greater effect under the spa ce condition.The results show that contextual cues can promote the neologism learning of foreign students.Word segmentation clues promote the use of contextual clues in neologi sm learning.According to the above two experiments,the following conclusions are drawn:(1)contextual background clues influence the Incidental vocabulary learning of forei gn students.The stronger the contextual background clues,the higher the effect of Incide ntal vocabulary learning;(2)there are differences in the time of the influence of contextual background clues on the incidental vocabulary learning of foreign students with different Chinese proficien cy.The promoting effect of contextual background clues on the incidental vocabulary lear ning of foreign students with low Chinese proficiency is shown in the early stage of lea rning,while the promoting effect on the subjects with high Chinese proficiency is shown in the later stage;(3)The use of interword Spaces as word segmentation clues promotes the use of co ntextual clues in foreign students' incidental vocabulary learning.