【摘要】：眾多研究結(jié)果表明,詞匯注釋,作為一種閱讀文本凸顯方式,能夠有效促進(jìn)二語學(xué)習(xí)者詞匯附帶習(xí)得的發(fā)展。近年來,詞匯注釋研究逐漸聚焦于探尋能夠為閱讀過程中二語詞匯附帶習(xí)得的發(fā)展提供最有利環(huán)境的注釋類型。鑒于注釋類型、研究主體及實驗工具等趨向多樣化,該研究課題迄今尚未得到統(tǒng)一的研究結(jié)論。本研究探究單項注釋與多選項注釋對閱讀中二語詞匯附帶習(xí)得的影響,主要回答以下三個問題:1)單項注釋與多選項注釋對二語學(xué)習(xí)者的詞匯即時習(xí)得有什么影響? 2)單項注釋與多選項注釋對二語學(xué)習(xí)者的詞匯保持有什么影響? 3)在詞匯注釋的幫助下,學(xué)習(xí)者的二語詞匯附帶習(xí)得情況在一定時間內(nèi)將呈現(xiàn)何種發(fā)展趨勢?本研究由前測與主實驗組成,總計153名非英語專業(yè)大二學(xué)生參與此實驗,這些學(xué)生來自三個教學(xué)班(A班,B班,C班),由其上學(xué)期英語期末成績和課堂表現(xiàn)可判斷這些學(xué)生的平均語言水平處于中等階段。前測階段,請33名來自C班的學(xué)生閱讀未加注釋的文章,旨在選取目標(biāo)詞匯。參與主實驗的120名學(xué)生來自A班和B班,根據(jù)其上學(xué)期英語期末成績可將每個班學(xué)生細(xì)分為A班高水平英語學(xué)習(xí)者,A班低水平英語學(xué)習(xí)者,B班高水平英語學(xué)習(xí)者,B班低水平英語學(xué)習(xí)者。安排A、B兩班學(xué)生分別閱讀附有單項注釋的文章、多選項注釋的文章,閱讀結(jié)束后進(jìn)行閱讀理解測試,隨后為即時詞匯測試,兩周后進(jìn)行延時詞匯測試。研究結(jié)果顯示:1)多選項注釋比單項注釋更有利于二語學(xué)習(xí)者的詞匯即時習(xí)得,且前者對詞匯即時習(xí)得的影響與學(xué)習(xí)者英語水平高低呈正相關(guān);2)多選項注釋比單項注釋更有助于二語學(xué)習(xí)者的詞匯保持,且前者對詞匯保持的影響與學(xué)習(xí)者英語水平高低呈正相關(guān);3)配對樣本T檢驗結(jié)果顯示,兩周之后,在兩種注釋類型的幫助下,二語學(xué)習(xí)者的詞匯附帶習(xí)得率均呈現(xiàn)一定程度的下降趨勢;該下降趨勢再次證實了詞匯附帶習(xí)得是一個循序漸進(jìn)且會受到多種因素共同影響的過程�；诒狙芯拷Y(jié)果,筆者建議教師與教材編撰者應(yīng)適當(dāng)采用多選項注釋,引導(dǎo)學(xué)生運(yùn)用該注釋類型,以增強(qiáng)二語詞匯附帶習(xí)得效果,提高閱讀文本的可理解性,培養(yǎng)學(xué)生自主學(xué)習(xí)能力。
[Abstract]:Many studies have shown that lexical annotation, as a prominent way of reading text, can effectively promote the development of incidental vocabulary acquisition by L2 learners. In recent years, the study of lexical annotation has focused on exploring the types of annotation which can provide the most favorable environment for the development of incidental acquisition of second language vocabulary in the process of reading. In view of the diversification of annotation types, research subjects and experimental tools, the research topic has not yet obtained a unified conclusion. This study explores the effects of monographic and multi-option annotations on incidental second language vocabulary acquisition in reading. Main answers to the following three questions: 1) what is the impact of single and multi-option annotations on the immediate vocabulary acquisition of second language learners? 2) what is the impact of single and multi-option annotations on the vocabulary retention of second language learners? ? 3) with the help of lexical annotations, What is the trend of incidental acquisition of L2 vocabulary in a certain period of time? A total of 153 non-English major sophomores participated in the experiment, which consisted of pre-test and main experiment. These students came from three classes (A class, B class, C class). The average language proficiency of these students can be judged by their final English grade and classroom performance. In the pretest, 33 students from Class C were asked to read unannotated articles in order to select target vocabulary. A total of 120 students from Class A and Class B participated in the main experiment. According to their final English grades last term, each class could be divided into three groups: class A, low level English learners, and B high level English learners. Low level English learners in Class B. Two classes of students were arranged to read the articles with individual comments, and the articles with multiple comments were read. After reading, the students were tested for reading comprehension, then for the immediate vocabulary test, and then for the delayed vocabulary test two weeks later. The results show that: 1) Multi-option annotation is more beneficial to L2 learners' immediate vocabulary acquisition than single annotation, and the influence of the former on immediate vocabulary acquisition is positively related to the level of learners' English proficiency; 2) the multi-option annotation is more helpful to the vocabulary retention of the second language learners than the single annotation, and the influence of the former on the vocabulary retention is positively related to the level of the learners' English proficiency; 3) the results of paired sample T test show that, two weeks later, with the help of two annotation types, the incidental vocabulary acquisition rate of L2 learners shows a decreasing trend to some extent; This downward trend once again confirms that incidental vocabulary acquisition is a gradual process that can be influenced by multiple factors. Based on the results of this study, the author suggests that teachers and textbook writers should adopt multi-option annotation to guide students to use the annotation type, so as to enhance the incidental acquisition of second language vocabulary and enhance the comprehensibility of the reading text. Cultivate students' ability to learn independently.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：H09

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