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6.结论 本文研究了合作输出相对于阅读输入对二语词汇习得的作用，发现合作输出特别是合作口头输出的词汇习得效果比阅读输入的显著要好，但合作书面输出和合作口头输出的词汇习得没有显著差异。尽管本研究存在局限性，比如，文章重构任务的交际性不足，受试的流失影响了研究的样本量，以及测量的词汇知识有限等，但其发现对提高外语学习者的词汇，特别是产出性词汇的习得有重要启发意义并提供了实证依据。由于外语学习者语言产出运用的不足（如Li 2000），其产出性词汇的发展一直落后于接收性词汇的发展(Webb 2008)，而且这一差距已危害到学习者的有效交际（如Li 2000）。本研究的发现说明，为了有效提升外语学习者的产出性词汇习得，外语师生应该重视单词的产出性运用，特别是可以运用合作输出活动进行词汇学习，合作口头输出的作用尤其应当受到重视。 注释： ①由于篇幅所限，本文没有附上有关研究工具和后测评分标准，感兴趣的读者请与作者直接联系。 参考文献： [1]Barcrofi,J.2002.Semantic and structural elaboration in L2 lexical acquisition [J].Language Learning 52,2:323-363. [2]Bikle,K.L.2005.Vocabulary Acquisition among English Learners in the Classroom Context [D].Unpublished PhD dissertation,Stanford University,California,United States. [3]Craik,F.I.M.& R.S.Lockhart.1972.Levels of processing:A framework for memory research [J].Journal of Verbal Learning and Verbal Behaviour 11:671-684. [4]de la Fuente,M.J.2003.Is SLA interactionist theory relevant to CALL? 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