【摘要】：詞匯附帶習(xí)得作為一種詞匯學(xué)習(xí)方式越來越得到研究者和英語教師的認可,但是其習(xí)得效果不令人滿意。近年來,注釋作為促進詞匯附帶習(xí)得的一種有效手段得到普遍認可。隨著互聯(lián)網(wǎng)的發(fā)展和多媒體教學(xué)的廣泛應(yīng)用,許多專家學(xué)者們開始把注意力轉(zhuǎn)移到多媒體注釋上。其研究大多著眼于多媒體環(huán)境下,文本、聲音、圖片、視頻等單一注釋或組合注釋對詞匯附帶習(xí)得的影響。目前,關(guān)于注釋呈現(xiàn)位置對于詞匯附帶習(xí)得方面的研究相對較少,把詞匯注釋呈現(xiàn)位置與多媒體注釋的呈現(xiàn)形式結(jié)合起來的研究更是罕見。鑒于此,本研究以注意假設(shè)理論和多媒體學(xué)習(xí)認知理論為基礎(chǔ),以中職生為研究對象,試圖探討不同呈現(xiàn)位置的多媒體注釋對詞匯附帶習(xí)得的影響,具體研究問題如下:1.在及時詞匯測試中,哪種位置的多媒體注釋(詞邊、頁邊或底部)最能促進詞匯附帶習(xí)得?2.在延時詞匯測試中,哪種位置的多媒體注釋(詞邊、頁邊或底部)對已習(xí)得詞匯的記憶保持效果最好?本實驗選取廣州市某中職學(xué)校一年級90名學(xué)生作為研究對象,隨機分為三組,每組30人,分別為詞邊注釋組、頁邊注釋組和底邊注釋組。三組閱讀相同的閱讀材料,均含有十個目標(biāo)詞。每個目標(biāo)詞后面都帶有中文加圖片的多媒體注釋,而不同之處在于每組的注釋呈現(xiàn)位置不同。被試者需根據(jù)實驗安排接受及時詞匯測試、延時詞匯測試和訪談,然后運用SPSS對數(shù)據(jù)進行單因素方差分析,得出以下結(jié)論:同樣在多媒體注釋(文本+圖片)的條件下,不同呈現(xiàn)位置的多媒體注釋確實對詞匯附帶習(xí)得有不同影響。具體來說,1.在及時詞匯測試中,詞邊注釋最能促進詞匯附帶習(xí)得,底部注釋效果最差。2.在延時詞匯測試中,詞邊注釋對已習(xí)得詞匯的記憶保持效果最好,底部注釋效果最差。基于上述研究發(fā)現(xiàn),本研究對教師在詞匯教學(xué)和選擇在線閱讀材料時有一定的啟示作用。同時,本研究對在線讀物編寫者或電子出版社編寫電子書籍時有借鑒作用,對于翻譯軟件的開發(fā)也有一定的指導(dǎo)意義。
[Abstract]:Incidental vocabulary acquisition as a way of vocabulary learning has been increasingly recognized by researchers and English teachers, but its acquisition effect is unsatisfactory. In recent years, annotation as an effective means to promote incidental vocabulary acquisition has been widely accepted. With the development of the Internet and the wide application of multimedia teaching, many experts and scholars begin to turn their attention to multimedia annotation. Most of the studies focus on the influence of single or combined annotation such as text, sound, picture and video on incidental vocabulary acquisition in multimedia environment. At present, there are few researches on the location of annotation presentation for incidental vocabulary acquisition, and it is rare to combine the presentation of lexical annotation with the presentation of multimedia annotation. In view of this, the present study is based on the attention hypothesis theory and the multimedia learning cognitive theory, taking secondary vocational students as the research object, and attempts to explore the effect of multimedia annotation in different presentation positions on incidental vocabulary acquisition. The specific research questions are as follows: 1. In the timely vocabulary test, which position of multimedia annotation (word edge, margin or bottom) can promote incidental vocabulary acquisition? 2. In the delayed vocabulary test, which position of multimedia annotation (word edge, margin or bottom) has the best effect on the memory of the learned vocabulary? In this study, 90 students of grade one in a secondary vocational school in Guangzhou were randomly divided into three groups: word side annotation group, margin annotation group and bottom note group. The three groups read the same reading material, each containing ten target words. Each target word is followed by a multimedia annotation in Chinese plus pictures, except that each group of comments is presented in a different location. According to the experimental arrangements, the subjects were given timely vocabulary tests, delayed vocabulary tests and interviews, and then SPSS was used to analyze the single factor variance of the data, and the following conclusions were drawn: also under the condition of multimedia annotation (text picture), Multimedia annotation with different presentation locations does have different effects on incidental vocabulary acquisition. Specifically speaking, 1. In the timely vocabulary test, the word edge annotation can promote incidental vocabulary acquisition most, and the bottom annotation has the worst effect. 2. In the delayed vocabulary test, edge annotation has the best effect on the memory retention of the learned vocabulary, and the bottom annotation has the worst effect. Based on the above findings, this study has some implications for teachers in vocabulary teaching and in choosing online reading materials. At the same time, this study can be used as a reference for online readers or electronic publishing houses to write e-books, and also has certain guiding significance for the development of translation software.
【學(xué)位授予單位】：廣州大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41

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