注释类型对阅读中二语词汇附带习得的影响
发布时间：2018-10-31 16:09
【摘要】：众多研究结果表明,词汇注释,作为一种阅读文本凸显方式,能够有效促进二语学习者词汇附带习得的发展。近年来,词汇注释研究逐渐聚焦于探寻能够为阅读过程中二语词汇附带习得的发展提供最有利环境的注释类型。鉴于注释类型、研究主体及实验工具等趋向多样化,该研究课题迄今尚未得到统一的研究结论。本研究探究单项注释与多选项注释对阅读中二语词汇附带习得的影响,主要回答以下三个问题:1)单项注释与多选项注释对二语学习者的词汇即时习得有什么影响? 2)单项注释与多选项注释对二语学习者的词汇保持有什么影响? 3)在词汇注释的帮助下,学习者的二语词汇附带习得情况在一定时间内将呈现何种发展趋势?本研究由前测与主实验组成,总计153名非英语专业大二学生参与此实验,这些学生来自三个教学班(A班,B班,C班),由其上学期英语期末成绩和课堂表现可判断这些学生的平均语言水平处于中等阶段。前测阶段,请33名来自C班的学生阅读未加注释的文章,旨在选取目标词汇。参与主实验的120名学生来自A班和B班,根据其上学期英语期末成绩可将每个班学生细分为A班高水平英语学习者,A班低水平英语学习者,B班高水平英语学习者,B班低水平英语学习者。安排A、B两班学生分别阅读附有单项注释的文章、多选项注释的文章,阅读结束后进行阅读理解测试,随后为即时词汇测试,两周后进行延时词汇测试。研究结果显示:1)多选项注释比单项注释更有利于二语学习者的词汇即时习得,且前者对词汇即时习得的影响与学习者英语水平高低呈正相关;2)多选项注释比单项注释更有助于二语学习者的词汇保持,且前者对词汇保持的影响与学习者英语水平高低呈正相关;3)配对样本T检验结果显示,两周之后,在两种注释类型的帮助下,二语学习者的词汇附带习得率均呈现一定程度的下降趋势;该下降趋势再次证实了词汇附带习得是一个循序渐进且会受到多种因素共同影响的过程。基于本研究结果,笔者建议教师与教材编撰者应适当采用多选项注释,引导学生运用该注释类型,以增强二语词汇附带习得效果,提高阅读文本的可理解性,培养学生自主学习能力。
[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.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H09
本文编号：2302816
[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.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H09
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