注释方式对阅读中词汇习得影响

词汇曾一度被以为|教育论文网|是外语教学中的“灰姑娘”。近些年来,人们才逐渐熟悉到它在语言发展中的重要性,并就此作了很多研究。然而,在众多的词汇研究中,只有为数未几的一些研究把词汇深度考虑在内。即使在这些有限的涉及词汇深度的研究中,大多数只是对词汇深度进行静态的考察。而本研究将从动态的角度考察词汇深度的发展。尽管人们就如何提高通过阅读附带习得词汇做了很多研究,包括提高目标词复现率、利用词典、给出注释或释义等等。但很少有对汉语注释、英语注释或英汉注释三种注释方式对通过阅读附带习得词汇影响的研究。在本研究中,词汇附带习得的广度和深度都有涉及,而且在对这两方面进行研究时都包含即时测试和延时测试两个部分。非英语专业大一的两个班学生参加了正式实验,包括即时测试阶段的阅读理解测试、词汇广度测试、词汇深度测试和访谈,以及延时测试阶段的词汇广度测试、词汇深度测试和访谈。该研究中采用了18个生造词作为目标词。数据分析结果发现,在词汇广度方面,汉语注释在即时测试时最为有效;英汉注释在延时测试时最为有效;在词汇深度方面,无论即时测试还是延时测试,英汉注释都是最为有效。最后,在此基础上,作者指出了该研究结果对英语书籍出版界和英语教育界的启示,并提出了对未来研究的建议。【关键词】：注释类型词汇附带习得阅读词汇广度知识词汇深度知识
【论文提纲】：Acknowledgements3-4摘要4-5Abstract5-7Abbreviations7-8Listoftables8-11ChapterOneIntroduction11-151.1Theimportantroleofvocabularyinsecondlanguagelearning11-121.2Thepresentsituationinvocabularystudy121.3Thesignificanceofthisstudy12-141.4Thestructureofthisdissertation14-15ChapterTwoLiteratureReview15-412.1Wordknowledgeframeworks15-222.1.1WordKnowledgeFrameworkbyCronach16-172.1.2WordKnowledgeFrameworkbyRichards17-192.1.3WordKnowledgeFrameworkbyNation19-222.2Breadthanddepthofwordknowledge22-232.3Incidentalvocabularyacquisitionthroughreading23-342.3.1Incidentalandintentionalvocabularylearning23-262.3.2Problemsinincidentalvocabularyacquisitionthroughreading26-292.3.3Researchonwaystoenhanceincidentalvocabularyacquisitionthroughreading29-342.3.3.1Useofglossingandannotations29-312.3.3.2Useofdictionary31-322.3.3.3Useofreoccurrenceofwords32-342.3.3.4Useoftext-basedvocabularyexercises342.4L1andL2mentallexicon34-412.4.1Theoriesconcerningthementallexicon34-372.4.2StudiesontheuseofL1andL237-41ChapterThreeExperimentalDesign41-523.1Researchquestionsofthepresentstudy413.2ResearchDesign41-523.2.1Subjects41-423.2.2Targetwords42-453.2.3Instruments45-503.2.3.1Readingcomprehensiontest(CT)45-473.2.3.2Testofthebreadthofvocabularyknowledge(BT)47-483.2.3.3Testofthedepthofvocabularyknowledge(DT)48-493.2.3.4Semi-structuredinterview49-503.2.4Pilotstudy503.2.5Procedure50-52ChapterFourResultsandDiscussion52-684.1Reliabilityofthefivetestsusedinthisstudy52-534.2Correlationbetweencomprehensionandincidentalvocabularyacquisition53-574.2.1Correlationbetweencomprehensionandthebreadthofvocabularyknowledge53-554.2.2Correlationbetweencomprehensionandthedepthofvocabularyknowledge55-574.3Effectsofdifferenttypesofglossingonincidentalvocabularyacquisition57-684.3.1Effectsofglossingonimmediateretention58-634.3.1.1Effectsofglossingonthebreadthofwordknowledgeinimmediateretention58-604.3.1.2Effectsofglossingonthedepthofwordknowledgeinimmediateretention60-634.3.2Effectsofglossingondelayedretention63-684.3.2.1Effectsofglossingonthebreadthofwordknowledgeindelayedretention63-654.3.2.2Effectsofglossingonthedepthofwordknowledgeindelayedretention65-68ChapterFiveConclusions68-725.1Majorfindings68-695.2Implications69-705.3Limitationsofthepresentstudyandsuggestionorfutureresearch70-72Bibliography72-81AppendixI阅读理解(truewords)81-86AppendixII词汇测试(truewords)86-88AppendixIII词汇深度知识测试卷(truewords)88-91AppendixIV阅读理解(pseudowords)91-96AppendixV词汇测试(pseudowords)96-98AppendixVI词汇深度知识测试卷(pseudowords)98-101AppendixVII半结构化的访谈提纲I101-102AppendixVIII半结构化的访谈提纲II102