注释对非英语专业大学生阅读中词汇附带习得的影响

论文摘要

在二语习得领域,关于词汇习得的研究从二十世纪八十年代起方兴未艾。作为语言的基础,词汇是英语学习的主要因素。在语言学习的过程中,学习者经常为大量生词所困扰。通过阅读能够附带习得词汇已经成为一个公认的研究结论。注释作为一种惯用的辅助手段能帮助学生在阅读中更有效地习得词汇。大量研究已经证明,注释对词汇附带习得的作用是积极的。现在研究和实验已经由“是否注释能促进词汇习得?”这个问题转移到了“哪一种注释更能有效地促进词汇习得?”因此,本论文以投入量假说和深加工理论为依据,考察和比较了英语阅读文章中生词的一语单项注释和一语多项选择注释及一语单项注释加英文例子等三种注释方式对英语学习者词汇附带习得的影响,旨在探讨哪种词汇注释方式更有利于学习者有效地通过阅读附带习得生词。非英语专业大学一年级三个平行班的学生作为研究对象,被随机分为三个组,分别阅读带有一语单项注释、一语多项选择注释和一语单项注释加英文例子的同一篇文章。每个组又根据受试者的英语水平分成高水平组和低水平组用以考察三种注释方式对不同语言水平的学习者的影响。经过一次阅读后的即时词汇测试和两次延时词汇测试,结果表明：1)从总体看,一语多项选择注释对提高受试者词汇附带习得的效果最为明显,一语单项注释加例子相比一语单项注释效果较好,但二者之间并无显著性差异。2)三种注释方式对不同语言水平的学习者影响不一致,高水平组受试者明显比低水平组受试者能更好地利用多项选择注释来保持记忆。另外,通过受测者的三次记忆测试的观察,本研究发现的语言遗忘模式是：第一次分数最高,第二次急剧下降,第三次比第二次略减。这些发现对教师词汇教学和学生课外阅读及图书编者设计读物内容均具有一定指导意义。

论文目录

• ACKNOWLEDGEMENTS
• ABSTRACT
• 摘要
• CHAPTER Ⅰ INTRODUCTION
• 1.1 Background of the Study
• 1.2 Goals and Significance of the Study
• 1.3 Organization of the Thesis
• CHAPTER Ⅱ LITERATURE REVIEW
• 2.1 Incidental Vocabulary Learning
• 2.2 Theoretical Background in Incidental Vocabulary Learning
• 2.2.1 The Input Hypothesis
• 2.2.2 Mental Effort and Depth of Processing
• 2.3 Incidental Vocabulary Learning through Reading
• 2.3.1 Advantages of Incidental Vocabulary Learning through Reading
• 2.3.2 Problems in Incidental Vocabulary Learning through Reading
• 2.4 The Use and Role of Glosses in Incidental Vocabulary Learning
• 2.4.1 Definitions and Types of Glosses
• 2.4.2 Benefits of Glosses on Incidental Vocabulary Learning
• 2.4.3 The Need for Using L1 Glosses
• 2.5 Studies on the Effects of Glosses on Incidental Vocabulary Learning
• 2.6 Language Forgetting Pattern
• 2.7 Research Questions
• CHAPTER Ⅲ METHODOLOGY
• 3.1 Subjects
• 3.2 Materials
• 3.2.1 Gloss Type
• 3.2.2 The Reading Text
• 3.2.3 Target Words
• 3.3 Assessment
• 3.3.1 Vocabulary Pretest
• 3.3.2 The Immediate Vocabulary Recall Test
• 3.3.3 Two Delayed Vocabulary Recall Tests
• 3.4 Scoring
• 3.5 Procedure
• 3.6 Measures for Analyzing
• CHAPTER Ⅳ RESULTS AND DISSCUSSION
• 4.1 Comparison of Effects of Different Gloss Types
• 4.1.1 The Comparison of Single Gloss and Single Gloss plus Example Sentences
• 4.1.2 The Comparison of Single gloss and Multiple-choice Gloss
• 4.1.3 The Comparison of Single Gloss plus Example Sentences and Multiple-choice Gloss
• 4.1.4 Discussion
• 4.2 The Effect of Gloss for Subjects of Different Proficiency Levels
• 4.2.1 The Effect of Gloss for High Proficiency Subjects
• 4.2.2 The Effect of Gloss for Low Proficiency Subjects
• 4.2.3 Discussion
• 4.3 Language Forgetting Patterns of Subjects with Different Gloss Types
• 4.3.1 A Linear Trend of Decreasing Retention
• 4.3.2 Discussion
• CHAPTER Ⅴ CONCLUSIONS
• 5.1 Major Findings
• 5.2 Implications
• 5.3 Limitations of the Present Study and Suggestions for Future Research
• REFERENCES
• Appendix 1
• Appendix 2
• Appendix 3
• Appendix 4
• Appendix 5
• Appendix 6
• Appendix 7