不同位置的多媒体注释对中职生词汇附带习得影响的实证研究

发布时间：2018-09-09 12:34

【摘要】：词汇附带习得作为一种词汇学习方式越来越得到研究者和英语教师的认可,但是其习得效果不令人满意。近年来,注释作为促进词汇附带习得的一种有效手段得到普遍认可。随着互联网的发展和多媒体教学的广泛应用,许多专家学者们开始把注意力转移到多媒体注释上。其研究大多着眼于多媒体环境下,文本、声音、图片、视频等单一注释或组合注释对词汇附带习得的影响。目前,关于注释呈现位置对于词汇附带习得方面的研究相对较少,把词汇注释呈现位置与多媒体注释的呈现形式结合起来的研究更是罕见。鉴于此,本研究以注意假设理论和多媒体学习认知理论为基础,以中职生为研究对象,试图探讨不同呈现位置的多媒体注释对词汇附带习得的影响,具体研究问题如下:1.在及时词汇测试中,哪种位置的多媒体注释(词边、页边或底部)最能促进词汇附带习得?2.在延时词汇测试中,哪种位置的多媒体注释(词边、页边或底部)对已习得词汇的记忆保持效果最好?本实验选取广州市某中职学校一年级90名学生作为研究对象,随机分为三组,每组30人,分别为词边注释组、页边注释组和底边注释组。三组阅读相同的阅读材料,均含有十个目标词。每个目标词后面都带有中文加图片的多媒体注释,而不同之处在于每组的注释呈现位置不同。被试者需根据实验安排接受及时词汇测试、延时词汇测试和访谈,然后运用SPSS对数据进行单因素方差分析,得出以下结论:同样在多媒体注释(文本+图片)的条件下,不同呈现位置的多媒体注释确实对词汇附带习得有不同影响。具体来说,1.在及时词汇测试中,词边注释最能促进词汇附带习得,底部注释效果最差。2.在延时词汇测试中,词边注释对已习得词汇的记忆保持效果最好,底部注释效果最差。基于上述研究发现,本研究对教师在词汇教学和选择在线阅读材料时有一定的启示作用。同时,本研究对在线读物编写者或电子出版社编写电子书籍时有借鉴作用,对于翻译软件的开发也有一定的指导意义。
[Abstract]:Incidental vocabulary acquisition as a way of vocabulary learning has been increasingly recognized by researchers and English teachers, but its acquisition effect is unsatisfactory. In recent years, annotation as an effective means to promote incidental vocabulary acquisition has been widely accepted. With the development of the Internet and the wide application of multimedia teaching, many experts and scholars begin to turn their attention to multimedia annotation. Most of the studies focus on the influence of single or combined annotation such as text, sound, picture and video on incidental vocabulary acquisition in multimedia environment. At present, there are few researches on the location of annotation presentation for incidental vocabulary acquisition, and it is rare to combine the presentation of lexical annotation with the presentation of multimedia annotation. In view of this, the present study is based on the attention hypothesis theory and the multimedia learning cognitive theory, taking secondary vocational students as the research object, and attempts to explore the effect of multimedia annotation in different presentation positions on incidental vocabulary acquisition. The specific research questions are as follows: 1. In the timely vocabulary test, which position of multimedia annotation (word edge, margin or bottom) can promote incidental vocabulary acquisition? 2. In the delayed vocabulary test, which position of multimedia annotation (word edge, margin or bottom) has the best effect on the memory of the learned vocabulary? In this study, 90 students of grade one in a secondary vocational school in Guangzhou were randomly divided into three groups: word side annotation group, margin annotation group and bottom note group. The three groups read the same reading material, each containing ten target words. Each target word is followed by a multimedia annotation in Chinese plus pictures, except that each group of comments is presented in a different location. According to the experimental arrangements, the subjects were given timely vocabulary tests, delayed vocabulary tests and interviews, and then SPSS was used to analyze the single factor variance of the data, and the following conclusions were drawn: also under the condition of multimedia annotation (text picture), Multimedia annotation with different presentation locations does have different effects on incidental vocabulary acquisition. Specifically speaking, 1. In the timely vocabulary test, the word edge annotation can promote incidental vocabulary acquisition most, and the bottom annotation has the worst effect. 2. In the delayed vocabulary test, edge annotation has the best effect on the memory retention of the learned vocabulary, and the bottom annotation has the worst effect. Based on the above findings, this study has some implications for teachers in vocabulary teaching and in choosing online reading materials. At the same time, this study can be used as a reference for online readers or electronic publishing houses to write e-books, and also has certain guiding significance for the development of translation software.
【学位授予单位】：广州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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