三种学习环境下多媒体注释对英语学习者词汇和阅读理解的影响
发布时间：2021-11-23 00:57
作为外语学习的重要部分,词汇学习是外语学习者面临的难题之一;而阅读又是外语学习者学习词汇的重要途径之一,因此如何高效地在阅读中掌握词汇以及延长词汇记忆成为研究的焦点。随着教室多媒体设备的普及,许多学者将计算机技术运用到教学策略中。多媒体技术的运用成为语言学习的重要载体,并为语言学习带来了巨大帮助。本研究将运用多媒体词汇注释,比较三种学习环境（附带学习,有意学习和显性学习）对外语学习者词汇学习以及阅读理解的影响。文章挑选90位非英语专业学习者为研究对象,并让其阅读电脑屏幕上的文章,其中一些生词用文本-图片-音频注释。阅读完成后,进行词汇以及阅读理解的测试。—因为学习环境的不同,将90名学生随机分为三个组即显性学习组,有意学习组和附带学习组。所谓显性学习,即学习者在阅读前获取一份带有第一语言释义的生词清单,并在教师指导下进行学习和记忆;有意学习指学习者在阅读文章时同时查看生词注释;附带学习为学习者在读文章时以理解文章的意思为主,并不一定要查看注释,但也被告知有注释的存在。阅读后,学生进行目标词汇以及阅读理解的测试。词汇的测试包括词汇知识量表和语境词汇的认字测试,不仅要测试学生对词汇记忆情况...
【文章来源】：陕西师范大学陕西省 211工程院校 教育部直属院校
【文章页数】：114 页
【学位级别】：硕士
【文章目录】：
ACKNOWLEDGEMENTS
ABSTRACT
摘要
List of Abbreviations
Chapter One INTRODUCTION
1.1 Research Background
1.2 Research Purpose and Significance
1.3 The Organization of the Thesis
Chapter Two LITERATURE REVIEW
2.1 Glosses
2.1.1 Glosses and the Advantage of Glosses
2.1.2 Gloss Types
2.1.3 Multimedia Glosses
2.2 Incidental and Intentional Learning Conditions
2.3 Theoretical Foundation
2.3.1 Dual-Coding Theory
2.3.2 Generative Theory of Multimedia Learning (GTML)
2.4 Previous Studies
2.4.1 Previous Studies on Glosses in Vocabulary Learning and Reading Comprehension
2.4.2 Previous Studies of Multimedia Glosses and Learning Conditions
2.5 The Summary
Chapter Three METHODOLOGY
3.1 Research Questions
3.2 Variables in the Current Study
3.2.1 Independent Variables
3.2.2 Dependent Variables
3.3 Research Design
3.3.1 Subjects
3.3.2 Instruments
3.3.3 Reading Materials
3.3.4 Procedures
3.4 Data Collection and Analysis
3.4.1 Data Collection
3.4.2 Data Analysis
Chapter Four RESULTS AND DISCUSSION
4.1 Effect of the Three Learning Conditions on Vocabulary Learning
4.1.1 Results of the Vocabulary Knowledge Scale
4.1.2 Results of the Word Recognition Test
4.1.3 Discussion about the Effect of the Three Learning Conditions on Vocabulary Learning
4.2 Effect of the Three Learning Conditions on Reading Comprehension
4.2.1 Results of the Multiple-Choice Test
4.2.2 Results of the Written Recall Task
4.2.3 Discussion about the Effect of the Three Learning Conditions on Reading Comprehension
4.3 Summary
Chapter Five CONCLUSION
5.1 Major Findings
5.2 Implications
5.3 Limitations and Suggestions
REFERENCES
Appendices
Appendix Ⅰ Reading Materials
Appendix Ⅱ Vocabulary Knowledge Scale
Appendix Ⅲ Word Recognition Test
Appendix Ⅳ Reading Comprehension Tests
Appendix Ⅴ Written Recall Test
Appendix Ⅵ Target Words
Appendix Ⅶ Pictures for the Target Words
Appendix Ⅷ Lesson Plan
攻读硕士学位期间的科研成果
【参考文献】：
期刊论文
[1]生词注释对限时阅读理解与词汇附带习得的影响[J]. 孟春国,陈莉萍. 外语与外语教学. 2015(01)
[2]多媒体环境下不同形式的注释对二语词汇附带学习的影响[J]. 武卫,许洪. 解放军外国语学院学报. 2009(01)
[3]多媒体学习生成理论及其定律——对理查德.E.迈耶多媒体学习研究的综述[J]. 闫志明. 电化教育研究. 2008(06)
[4]多媒体词汇注释模式对英语新词词义学习和记忆的影响[J]. 李红,李于南. 外语与外语教学. 2007(12)
[5]词汇附带习得研究概述[J]. 盖淑华. 解放军外国语学院学报. 2003(02)
硕士论文
[1]不同类型的书面练习对高中生英语词汇记忆的影响[D]. 郇琳.杭州师范大学 2015
[2]多媒体注释方式对英语词汇学习效果研究[D]. 王敏.江南大学 2009
本文编号：3512792
【文章来源】：陕西师范大学陕西省 211工程院校 教育部直属院校
【文章页数】：114 页
【学位级别】：硕士
【文章目录】：
ACKNOWLEDGEMENTS
ABSTRACT
摘要
List of Abbreviations
Chapter One INTRODUCTION
1.1 Research Background
1.2 Research Purpose and Significance
1.3 The Organization of the Thesis
Chapter Two LITERATURE REVIEW
2.1 Glosses
2.1.1 Glosses and the Advantage of Glosses
2.1.2 Gloss Types
2.1.3 Multimedia Glosses
2.2 Incidental and Intentional Learning Conditions
2.3 Theoretical Foundation
2.3.1 Dual-Coding Theory
2.3.2 Generative Theory of Multimedia Learning (GTML)
2.4 Previous Studies
2.4.1 Previous Studies on Glosses in Vocabulary Learning and Reading Comprehension
2.4.2 Previous Studies of Multimedia Glosses and Learning Conditions
2.5 The Summary
Chapter Three METHODOLOGY
3.1 Research Questions
3.2 Variables in the Current Study
3.2.1 Independent Variables
3.2.2 Dependent Variables
3.3 Research Design
3.3.1 Subjects
3.3.2 Instruments
3.3.3 Reading Materials
3.3.4 Procedures
3.4 Data Collection and Analysis
3.4.1 Data Collection
3.4.2 Data Analysis
Chapter Four RESULTS AND DISCUSSION
4.1 Effect of the Three Learning Conditions on Vocabulary Learning
4.1.1 Results of the Vocabulary Knowledge Scale
4.1.2 Results of the Word Recognition Test
4.1.3 Discussion about the Effect of the Three Learning Conditions on Vocabulary Learning
4.2 Effect of the Three Learning Conditions on Reading Comprehension
4.2.1 Results of the Multiple-Choice Test
4.2.2 Results of the Written Recall Task
4.2.3 Discussion about the Effect of the Three Learning Conditions on Reading Comprehension
4.3 Summary
Chapter Five CONCLUSION
5.1 Major Findings
5.2 Implications
5.3 Limitations and Suggestions
REFERENCES
Appendices
Appendix Ⅰ Reading Materials
Appendix Ⅱ Vocabulary Knowledge Scale
Appendix Ⅲ Word Recognition Test
Appendix Ⅳ Reading Comprehension Tests
Appendix Ⅴ Written Recall Test
Appendix Ⅵ Target Words
Appendix Ⅶ Pictures for the Target Words
Appendix Ⅷ Lesson Plan
攻读硕士学位期间的科研成果
【参考文献】：
期刊论文
[1]生词注释对限时阅读理解与词汇附带习得的影响[J]. 孟春国,陈莉萍. 外语与外语教学. 2015(01)
[2]多媒体环境下不同形式的注释对二语词汇附带学习的影响[J]. 武卫,许洪. 解放军外国语学院学报. 2009(01)
[3]多媒体学习生成理论及其定律——对理查德.E.迈耶多媒体学习研究的综述[J]. 闫志明. 电化教育研究. 2008(06)
[4]多媒体词汇注释模式对英语新词词义学习和记忆的影响[J]. 李红,李于南. 外语与外语教学. 2007(12)
[5]词汇附带习得研究概述[J]. 盖淑华. 解放军外国语学院学报. 2003(02)
硕士论文
[1]不同类型的书面练习对高中生英语词汇记忆的影响[D]. 郇琳.杭州师范大学 2015
[2]多媒体注释方式对英语词汇学习效果研究[D]. 王敏.江南大学 2009
本文编号：3512792
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