詞匯在二語(yǔ)學(xué)習(xí)過(guò)程中發(fā)揮著重要的作用。然而,實(shí)際英語(yǔ)教學(xué)中,由于教師詞匯教學(xué)時(shí)間有限、學(xué)生學(xué)習(xí)方法不當(dāng)?shù)仍?詞匯習(xí)得效率一直較低,最終使得詞匯演變成語(yǔ)言學(xué)習(xí)過(guò)程中的絆腳石。Nagy,Herman和Anderson等人在對(duì)兒童母語(yǔ)習(xí)得進(jìn)行研究之后,于1985年率先提出了“詞匯附帶習(xí)得”這一術(shù)語(yǔ),從而為二語(yǔ)學(xué)習(xí)者習(xí)得新詞提供了新思路。之后,大批研究者也證實(shí)了于閱讀中提供注釋這一做法在促進(jìn)二語(yǔ)詞匯附帶習(xí)得過(guò)程中所發(fā)揮的積極作用。然而,迄今為止,在哪種注釋類型效果更好這一問(wèn)題上,他們并沒(méi)有得出一致的結(jié)論,這也為本研究提供了方向。在前人研究的基礎(chǔ)上,本文以注意假設(shè)、雙語(yǔ)記憶表征的層級(jí)模型以及認(rèn)知負(fù)荷理論等三大理論為依托,選取了注釋語(yǔ)言及注釋位置兩種注釋類型,旨在探討其對(duì)高中生英語(yǔ)閱讀理解中詞匯附帶習(xí)得的影響,期望能為擴(kuò)充學(xué)習(xí)者詞匯量、提高詞匯附帶習(xí)得效果提供有效參考�；谶@一研究目的,本研究提出以下三個(gè)研究問(wèn)題:（1）在處理相同的閱讀任務(wù)時(shí),哪種注釋語(yǔ)言（一語(yǔ)注釋或二語(yǔ)注釋）更有利于高中生詞匯附帶習(xí)得的記憶與保持?（2）在處理相同的閱讀任務(wù)時(shí),哪種注釋位置（文內(nèi)、文旁或文末注釋）最有利于高中生... 

【文章來(lái)源】：西北師范大學(xué)甘肅省

【文章頁(yè)數(shù)】：127 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
List of Abbreviations
Chapter One Introduction
    1.1 Background of the Study
    1.2 Purpose of the Study
    1.3 Significance of the Study
    1.4 Structure of the Thesis
Chapter Two Literature Review
    2.1 Vocabulary Acquisition
        2.1.1 The Nature of Vocabulary Acquisition
        2.1.2 Frameworks of Word Knowledge in Vocabulary Acquisition Process
        2.1.3 Categories of Word Knowledge in Vocabulary Acquisition Process
    2.2 Incidental Vocabulary Acquisition
        2.2.1 Definitions of Incidental Vocabulary Acquisition
        2.2.2 Merits and Drawbacks of Incidental Vocabulary Acquisition
        2.2.3 Previous Studies on Influential Factors of Incidental VocabularyAcquisition in Reading
    2.3 Glosses and Incidental Vocabulary Acquisition
        2.3.1 Definitions and Functions of Glosses
        2.3.2 Categories of Glosses
        2.3.3 Previous Studies on the Effect of Glossing Languages on IncidentalVocabulary Acquisition in Reading
        2.3.4 Previous Studies on the Effect of Glossing Positions on IncidentalVocabulary Acquisition in Reading
    2.4 Summary
Chapter Three Theoretical Framework
    3.1 Noticing Hypothesis
    3.2 The Hierarchical Models of Bilingual Memory Representation
    3.3 Cognitive Load Theory
Chapter Four Methodology
    4.1 Research Questions
    4.2 Research Design
    4.3 Participants
    4.4 Materials
        4.4.1 Reading Comprehension Texts
        4.4.2 Target Words
        4.4.3 Glosses
    4.5 Instruments
        4.5.1 The Pretest
        4.5.2 The Immediate and Delayed Post Tests
    4.6 Procedures
        4.6.1 Pre-test Stage
        4.6.2 Pilot Study Stage
        4.6.3 Treatment and Post-test Stage
    4.7 Data Collection and Analysis
Chapter Five Results and Discussion
    5.1 The Effect of Glossing Languages on Incidental VocabularyGain and Retention
        5.1.1 The Effect of Glossing Languages on Incidental Vocabulary Gain
        5.1.2 The Effect of Glossing Languages on Incidental Vocabulary Retention
    5.2 The Effect of Glossing Positions on Incidental VocabularyGain and Retention
        5.2.1 The Effect of Glossing Positions on Incidental Vocabulary Gain
        5.2.2 The Effect of Glossing Positions on Incidental Vocabulary Retention
    5.3 The Interaction Effect of Glossing Languages and Positionson Incidental Vocabulary Gain and Retention
        5.3.1 The Interaction Effect of Glossing Languages and Positionson Incidental Vocabulary Gain
        5.3.2 The Interaction Effect of Glossing Languages and Positionson Incidental Vocabulary Retention
    5.4 Discussion
Chapter Six Conclusion
    6.1 Major Findings
    6.2 Pedagogical Implications
    6.3 Limitations and Suggestions
References
AppendixⅠ:Reading Materials for L1 Interlinear Gloss Group
AppendixⅡ:Reading Materials for L1 Marginal Gloss Group
AppendixⅢ:Reading Materials for L1 Endnote Gloss Group
AppendixⅣ:Reading Materials for L2 Interlinear Gloss Group
AppendixⅤ:Reading Materials for L2 Marginal Gloss Group
AppendixⅥ:Reading Materials for L2 Endnote Gloss Group
AppendixⅦ:The2,000 Word Level Test(The Pretest)
AppendixⅧ:The Original and Chinese Version of VocabularyKnowledge Scale
AppendixⅨ:The Immediate Post Test
AppendixⅩ:The Delayed Post Test
Acknowledgements
個(gè)人簡(jiǎn)歷、在學(xué)期間發(fā)表的學(xué)術(shù)論文及研究成果


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