自從Nagy,Herman和Anderson(1985)發(fā)現(xiàn)一語(yǔ)詞匯存在附帶習(xí)得的現(xiàn)象以后,詞匯附帶習(xí)得這一概念很快被引入二語(yǔ)習(xí)得領(lǐng)域,并且成為詞匯教學(xué)的重要輔助方式。詞匯附帶習(xí)得是指通過(guò)語(yǔ)境化的文本輸入幫助學(xué)生在進(jìn)行閱讀任務(wù)的同時(shí)間接習(xí)得詞匯。注釋作為增強(qiáng)語(yǔ)境化輸入的手段之一,被發(fā)現(xiàn)在詞匯附帶習(xí)得中發(fā)揮著重要的作用。然而,關(guān)于何種注釋類(lèi)型更加有利于詞匯附帶習(xí)得這一問(wèn)題,學(xué)界至今還未達(dá)成共識(shí)。有鑒于此,針對(duì)我國(guó)英語(yǔ)教材與英語(yǔ)讀物多采用單項(xiàng)注釋、中文或英文注釋等不同類(lèi)型注釋的現(xiàn)狀,本研究旨在考察英語(yǔ)詞匯注釋類(lèi)型對(duì)其附帶習(xí)得的影響,具體探討以下三個(gè)問(wèn)題:1)中文注釋與英文注釋相比,哪一種注釋語(yǔ)言更有利于高中生的英語(yǔ)詞匯附帶習(xí)得?2)單項(xiàng)注釋與多項(xiàng)注釋相比,哪一種注釋形式更有利于高中生的英語(yǔ)詞匯附帶習(xí)得?3)高中生對(duì)于不同類(lèi)型的注釋持有怎樣的態(tài)度以及在閱讀過(guò)程中他們?nèi)绾翁幚碜⑨?本研究以南京某高中100名高二學(xué)生為實(shí)驗(yàn)對(duì)象,將其隨機(jī)分為四個(gè)小組,分別在規(guī)定的時(shí)間內(nèi)閱讀帶有四種不同類(lèi)型注釋的同一篇文章,即中文注釋、英文注釋、單項(xiàng)注釋以及多項(xiàng)注釋,完成閱讀后要求受試概括文章大意并立即接受詞匯測(cè)試...

【文章頁(yè)數(shù)】：101 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
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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