词汇注释方式对高中生英语阅读词汇附带习得的影响

发布时间：2023-03-24 21:20

　　自从Nagy,Herman和Anderson(1985)发现一语词汇存在附带习得的现象以后,词汇附带习得这一概念很快被引入二语习得领域,并且成为词汇教学的重要辅助方式。词汇附带习得是指通过语境化的文本输入帮助学生在进行阅读任务的同时间接习得词汇。注释作为增强语境化输入的手段之一,被发现在词汇附带习得中发挥着重要的作用。然而,关于何种注释类型更加有利于词汇附带习得这一问题,学界至今还未达成共识。有鉴于此,针对我国英语教材与英语读物多采用单项注释、中文或英文注释等不同类型注释的现状,本研究旨在考察英语词汇注释类型对其附带习得的影响,具体探讨以下三个问题:1)中文注释与英文注释相比,哪一种注释语言更有利于高中生的英语词汇附带习得?2)单项注释与多项注释相比,哪一种注释形式更有利于高中生的英语词汇附带习得?3)高中生对于不同类型的注释持有怎样的态度以及在阅读过程中他们如何处理注释?本研究以南京某高中100名高二学生为实验对象,将其随机分为四个小组,分别在规定的时间内阅读带有四种不同类型注释的同一篇文章,即中文注释、英文注释、单项注释以及多项注释,完成阅读后要求受试概括文章大意并立即接受词汇测试...

【文章页数】：101 页

【学位级别】：硕士

【文章目录】：
摘要
Abstract
List of Abbreviations
Chapter One Introduction
    1.1 Research background
    1.2 Research objectives and significance
    1.3 Layout of the thesis
Chapter Two Literature Review
    2.1 Incidental vocabulary acquisition
        2.1.1 Definition of incidental vocabulary acquisition
        2.1.2 Factors influencing incidental vocabulary acquisition
        2.1.3 Incidental vocabulary acquisition through L2 reading
    2.2 Glossing
        2.2.1 Definition of glossing
        2.2.2 Classification of glossing
        2.2.3 Studies on the effects of glossing on incidental vocabulary acquisition
    2.3 Theoretical foundation of the study
        2.3.1 Comprehensible Input Hypothesis
        2.3.2 Depth of Processing Hypothesis
        2.3.3 Involvement Load Hypothesis
    2.4 Summary
Chapter Three Research Methodology
    3.0 Research questions
    3.1 Research design
    3.2 Participants
    3.3 Instruments
        3.3.1 Reading passage
        3.3.2 Target words
        3.3.3 Vocabulary tests
        3.3.4 Questionnaire
    3.4 Research procedure
        3.4.1 Pilot study
        3.4.2 Pretest
        3.4.3 Reading session
        3.4.4 Posttest
    3.5 Data analysis
Chapter Four Results and Discussion
    4.1 Effects of different languages of glossing
    4.2 Effects produced by different forms of glossing
    4.3 Forgetting rates related to different types of glossing
    4.4 Analysis of the questionnaire data
Chapter Five Conclusion
    5.1 Major findings
    5.2 Pedagogical implications
    5.3 Limitations and recommendations
References
Appendix A Vocabulary Size Test
Appendix B Reading Material for Chinese Glossing Group
Appendix C Reading Material for English Glossing Group
Appendix D Reading Material for Single Glossing Group
Appendix E Reading Material for Multiple-choice Glossing Group
Appendix F Immediate vocabulary test
Appendix G Delayed vocabulary test
Appendix H Questionnaire
Acknowledgements



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