阅读中注释方式对词汇附带习得的影响

发布时间：2018-01-05 16:40

本文关键词：阅读中注释方式对词汇附带习得的影响　出处：《上海师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：许多研究表明,阅读是促进词汇附带习得的有效途径之一。此外,给阅读文本中生词增加注释作为一种文本增强手段,更能有效促进词汇附带习得。近年来,国内外研究学者开始对阅读中注释方式对词汇附带习得的影响进行实证研究,但是对何种注释方式更有利于阅读中的词汇附带习得仍没达成一致意见。以心理词汇模型理论、加工层次理论和投入量假说为理论依据,作者设计实验,研究五种注释方式在阅读中对词汇附带习得影响。作者选取上海市梅园中学四个平行班的115名七年级学生为实验对象,将他们分成五组,分别阅读带有五种不同注释方式的两篇文章。阅读后进行即时词汇测试,两周后对学生进行延时测试和对注释方式个人喜好的问卷调查。本实验旨在找出阅读中不同注释方式对词汇附带习得的不同影响,并在实验结果的基础上对教师,学生以及阅读材料编纂者提出建议。实验结果表示:在即时测试中,汉英注释最有利于词汇附带习得;延迟测试结果表明汉语多项选择注释更有利于词汇习得的保持。汉语多项选择注释更适合高水平学习者附带习得词汇,汉英注释更有利于较低水平的学习者。此外,汉英注释最受学生欢迎。本研究对英语教学主要有以下启示:首先,英语教师应把课堂直接讲授词汇和学生课下附带习得词汇结合起来。其次,英语学习者应学会选择合适自己的注释方式。最后,英语读物编写者需要设置不同种类的注释方式以满足不同层次学生的需求。
[Abstract]:Many studies have shown that reading is one of the effective ways to promote incidental vocabulary acquisition. Scholars at home and abroad began to make empirical research on the effect of annotation on incidental vocabulary acquisition. However, there is still no consensus on which annotation is more beneficial to incidental vocabulary acquisition in reading. Based on the theory of mental lexical model, processing level theory and involvement load hypothesis, the author designs experiments. To study the influence of five annotation methods on incidental vocabulary acquisition, 115 seventh graders from four parallel classes of Shanghai Meiyuan Middle School were selected and divided into five groups. Read two articles with five different annotation methods. After reading, test the vocabulary in real time. Two weeks later, the students were tested with delayed tests and questionnaires on their preferences. The purpose of this study was to find out the different effects of different annotation styles on incidental vocabulary acquisition. On the basis of the results of the experiment, some suggestions are given to teachers, students and compilers of reading materials. The results show that in the instant test, Chinese-English annotation is most beneficial to incidental vocabulary acquisition; The results of the delayed test show that the Chinese multi-choice annotation is more beneficial to the retention of vocabulary acquisition, and the Chinese multi-choice annotation is more suitable for high-level learners to acquire vocabulary incidental. In addition, Chinese-English annotation is most popular with students. This study has the following implications for English teaching: first of all. English teachers should combine the direct teaching of vocabulary in the classroom with the incidental vocabulary acquisition. Secondly, English learners should learn to choose their own way of annotation. Finally. English readers need to set up different kinds of annotations to meet the needs of different levels of students.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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