注释位置、注释语言和自注释对英语阅读中词汇学习效果的影响

发布时间：2018-05-30 20:19

本文选题：词汇注释 + 注释位置　；参考：《解放军外国语学院学报》2017年06期

【摘要】：本研究考察英语阅读中词汇注释位置和注释语言类型以及学习者自注单词任务对阅读过程中的词汇学习的影响。注释位置为文内注释、文旁注释、页脚注释,注释类型分别为提供英语注释、提供汉语注释和要求学生自注词汇。对中级偏上水平的6组英语专业大一学生进行实验,结果显示:1)注释语言类型对词汇学习有显著主效应,汉语注释对词汇的学习效果显著优于英语注释;2)注释位置无显著主效应,但注释位置与注释语言有交互效应,前者调节后者产生的效果和方式,文旁中文注释优于其余各组;3)自注释对词汇的促进效果不亚于文旁汉语注释,且优于其余各组注释。本研究的发现对于阅读材料编写过程中如何利用注释促进词汇学习具有一定的启示。
[Abstract]:The present study investigates the effects of lexical annotation positions, types of annotated language and self-explanatory tasks on vocabulary learning in English reading. The annotation positions are text annotation, text side note, footer annotation, and annotation type are English annotation, Chinese annotation and self-annotating vocabulary. An experiment was conducted on 6 groups of freshmen majoring in English at a higher intermediate level. The results showed that the type of annotation language had a significant effect on vocabulary learning. The effect of Chinese annotation on vocabulary learning is significantly better than that of English annotation # 2) there is no significant main effect on annotation position, but there is an interactive effect between annotation position and annotation language. The former adjusts the effect and mode of the latter. The effect of self-annotation on vocabulary promotion is no less than that of Chinese annotation, and is better than that of other groups. The findings of this study have some implications on how to use annotation to promote vocabulary learning in the process of compiling reading materials.
【作者单位】：南开大学外国语学院;天津师范大学外国语学院;天津理工大学外国语学院;
【基金】：国家社会科学基金项目“赋权增能型英语教育创新体系研究”(16BYY078)
【分类号】：H319.3

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