生词注释方式对高中生阅读理解中词汇附带习得的影响
发布时间：2018-10-20 12:07
【摘要】：近年来,生词注释作为词汇附带习得的方法之一,引起了国内外众多学者的关注。研究者们更多地研究了不同注释语言或不同注释选项是否能有效影响词汇附带习得,而鲜有中文的单多项注释对于中等水平学生在阅读理解中的词汇附带习得研究。本文以注意(Noticing Hypothesis)以及输入假说(Input Hypothesis)为依托,着重研究了生词注释方式在高中生阅读理解中的词汇附带习得的影响。作者在文中提出了几个基本问题：(1)哪一种注释方式更有益于高中生在阅读理解中的词汇附带习得,是中文单项注释还是中文多项注释?它们分别有何影响?(2)这两种注释方式是否对高中生的阅读理解能力有帮助?(3)这两种注释对高中生的阅读理解能力分别有什么帮助?本实验对长沙市某高校附属高中的两个高一平行班进行了为期三个月的词汇附带习得对比研究。在实验中,实验对象被分为中文单项注释组和中文多项注释组.作者采用了Nation的词汇量水平测试和全国高级中学中等学校招生考试(即：中考)的真题及模拟题来检验研究问题。通过使用SPSS软件分析实验前后两班的测试成绩,以及观察实验过程中老师对阅读题的讲解,结果发现之前基础相近的两个班,经过三个月的实验后,用了中文多项注释的班阅读理解和单词测试成绩都明显好于用中文单项注释的班。本文证明了中文多项注释对于中等英语学习水平学生在阅读理解中的词汇附带习得和成绩的提高均有积极影响。同时,也为阅读题和阅读教材的编纂提供了一些启示,并在一定程度上丰富了词汇附带习得领域的研究成果。
[Abstract]:In recent years, as one of the methods of incidental vocabulary acquisition, the annotation of new words has attracted the attention of many scholars at home and abroad. Researchers have studied whether different annotated languages or different annotation options can effectively affect incidental vocabulary acquisition, while there is little Chinese single multiple annotation for middle level students in reading comprehension incidental vocabulary acquisition research. Based on the attentional (Noticing Hypothesis) and the input hypothesis (Input Hypothesis), this paper focuses on the influence of new word annotation on incidental vocabulary acquisition in high school students' reading comprehension. In this paper, the author puts forward several basic questions: (1) which annotation method is more beneficial to the incidental vocabulary acquisition of high school students in reading comprehension, is it a Chinese monographic annotation or a Chinese multiple annotation? How do they affect each other? (2) are these two annotation methods helpful to high school students' reading comprehension? (3) how do these two kinds of annotations help high school students' reading comprehension? A three-month comparative study of incidental vocabulary acquisition was conducted in two parallel classes of a high school affiliated to a university in Changsha. In the experiment, the subjects were divided into Chinese single annotation group and Chinese multiple annotation group. The author uses the vocabulary level test of Nation and the real questions and simulation questions of the national high school secondary school enrollment examination to test the research problems. By using SPSS software to analyze the test results of the two classes before and after the experiment, and to observe the teacher's explanation of the reading questions in the course of the experiment, the results show that the two classes with similar foundation before, after three months of experiment, The reading comprehension and word test scores of the class with multiple comments in Chinese were significantly better than those with single annotation in Chinese. This paper proves that many Chinese annotations have a positive effect on the incidental vocabulary acquisition and the improvement of achievement in the reading comprehension of the students of the secondary English learning level. At the same time, it also provides some enlightenment for the compilation of reading questions and reading materials, and enriches the research results in incidental vocabulary acquisition to some extent.
【学位授予单位】：湖南大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
本文编号：2283130
[Abstract]:In recent years, as one of the methods of incidental vocabulary acquisition, the annotation of new words has attracted the attention of many scholars at home and abroad. Researchers have studied whether different annotated languages or different annotation options can effectively affect incidental vocabulary acquisition, while there is little Chinese single multiple annotation for middle level students in reading comprehension incidental vocabulary acquisition research. Based on the attentional (Noticing Hypothesis) and the input hypothesis (Input Hypothesis), this paper focuses on the influence of new word annotation on incidental vocabulary acquisition in high school students' reading comprehension. In this paper, the author puts forward several basic questions: (1) which annotation method is more beneficial to the incidental vocabulary acquisition of high school students in reading comprehension, is it a Chinese monographic annotation or a Chinese multiple annotation? How do they affect each other? (2) are these two annotation methods helpful to high school students' reading comprehension? (3) how do these two kinds of annotations help high school students' reading comprehension? A three-month comparative study of incidental vocabulary acquisition was conducted in two parallel classes of a high school affiliated to a university in Changsha. In the experiment, the subjects were divided into Chinese single annotation group and Chinese multiple annotation group. The author uses the vocabulary level test of Nation and the real questions and simulation questions of the national high school secondary school enrollment examination to test the research problems. By using SPSS software to analyze the test results of the two classes before and after the experiment, and to observe the teacher's explanation of the reading questions in the course of the experiment, the results show that the two classes with similar foundation before, after three months of experiment, The reading comprehension and word test scores of the class with multiple comments in Chinese were significantly better than those with single annotation in Chinese. This paper proves that many Chinese annotations have a positive effect on the incidental vocabulary acquisition and the improvement of achievement in the reading comprehension of the students of the secondary English learning level. At the same time, it also provides some enlightenment for the compilation of reading questions and reading materials, and enriches the research results in incidental vocabulary acquisition to some extent.
【学位授予单位】：湖南大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
【参考文献】
相关期刊论文 前2条
1 苗丽霞;;第二语言词汇附带习得研究30年述评[J];外语教学理论与实践;2014年01期
2 段士平 ,严辰松;多项选择注释对英语词汇附带习得的作用[J];外语教学与研究;2004年03期
，本文编号：2283130
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