二語習(xí)得指習(xí)得除母語外的第二種語言,其中附帶詞匯習(xí)得是一種常見的習(xí)得方式,即學(xué)習(xí)者在單純閱讀文章的同時偶然習(xí)得詞匯。Hustijn發(fā)現(xiàn)配有生詞注釋的閱讀篇章更有利于學(xué)習(xí)者的詞匯習(xí)得,并且通過對比得知,多項(xiàng)選擇注釋比單項(xiàng)注釋更有助于附帶詞匯習(xí)得。在此基礎(chǔ)上,國內(nèi)外學(xué)者們極大推進(jìn)了多項(xiàng)選擇注釋與單項(xiàng)注釋對附帶詞匯習(xí)得影響的研究。研究結(jié)果表明母語或二語多項(xiàng)選擇注釋比母語或二語單項(xiàng)注釋均更有利于附帶詞匯習(xí)得和保持目前僅有日本學(xué)者M(jìn)iyasako對比研究了母語(日語)和二語(英語)兩種多項(xiàng)選擇注釋對附帶詞匯習(xí)得的影響。結(jié)果顯示在即時詞匯測試中,英語多項(xiàng)選擇注釋組的平均分最高,二語多項(xiàng)選擇注釋組和一語多項(xiàng)選擇注釋組在分?jǐn)?shù)上存在顯著差異性,而在延時測試中兩組在分?jǐn)?shù)上沒有顯著差異性。與Miyasako的研究不同,本研究是以母語為漢語的大學(xué)英語學(xué)習(xí)者為研究對象,比較中、英文多項(xiàng)選擇注釋對其附帶詞匯習(xí)得和保留的影響。本文將回答以下三個問題:1)在即時詞匯測試中,哪一種語言多項(xiàng)選擇注釋最有利于英語學(xué)習(xí)者附帶詞匯習(xí)得(一語或二語)?2)在延時詞匯測試中,哪一種語言多項(xiàng)選擇注釋最有利于英語學(xué)習(xí)者保持詞匯的記憶(...

【文章頁數(shù)】：71 頁

【學(xué)位級別】：碩士

【文章目錄】：
摘要
Abstract
Chapter One Introduction
    1.1 Research Background
    1.2 Significance of the Study
    1.3 The Overall Structure of the Thesis
Chapter Two Literature Review
    2.1 Vocabulary Acquisition
        2.1.1 Definition of Language Acquisition
        2.1.2 Intentional Vocabulary Acquisition and Incidental VocabularyAcquisition
        2.1.3 Incidental Vocabulary Acquisition in L2 Reading
    2.2 Glosses
        2.2.1 Definition of Glosses
        2.2.2 Classifications of Glosses
        2.2.3 The Role of Glosses in Incidental Vocabulary Acquisition
    2.3 Effects of Glosses on Incidental Vocabulary Acquisition and Retention
        2.3.1 Comparative Studies of Effects of L1 and L2 SG on Incidental Vocabulary Acquisition and Retention
        2.3.2 Comparative Studies of Effects of SG and MCG on Incidental Vocabulary Acquisition and Retention
        2.3.3 Comparative Studies of Effects of L1 MCG and L2 MCG onIncidental Vocabulary Acquisition and Retention
Chapter Three Theoretical Basis for the Research
    3.1 Input Hypothesis
    3.2 Noticing Hypothesis
    3.3 Involvement Load Hypothesis
    3.4 The Theory of Depth of Processing
Chapter Four Methodology
    4.1 Research Questions
    4.2 Research Design
        4.2.1 Participants
        4.2.2 The Selection of Reading Material and Target Words
        4.2.3 Two Multiple-choice Glosses
    4.3 Instruments
        4.3.1 Pilot Test
        4.3.2 Reading Comprehension Test
        4.3.3 Immediate and Delayed Vocabulary Tests
        4.3.4 Questionnaire
    4.4 Procedure
    4.5 Data Collection and Analysis
Chapter Five Result Analysis and Discussion
    5.1 Analysis and Discussion of the Effects of L1 MCG and L2 MCG in the Immediate Vocabulary Test
        5.1.1 Analysis of the Effects of L1 MCG and L2 MCG in the Immediate Vocabulary Test
        5.1.2 Discussion of the Effects of L1 MCG and L2 MCG in the Immediate Vocabulary Test
    5.2 Analysis and Discussion of the Effects of L1 MCG and L2 MCG in the Delayed Vocabulary Test
        5.2.1 Analysis of the Effects of L1 MCG and L2 MCG in the Delayed Vocabulary Test
        5.2.2 Discussion of the Effects of L1 MCG and L2 MCG in the Delayed Vocabulary Test
    5.3 Analysis and Discussion of the Questionnaire
Chapter Six Conclusion
    6.1 Major Findings
    6.2 Implications
    6.3 Suggestions and Limitations
References
AppendixⅠ
AppendixⅡ
AppendixⅢ
AppendixIV
作者簡介
Acknowledgements



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