【作者】 孙琪；

【导师】 任庆梅；

【作者基本信息】 曲阜师范大学 ， 外国语言学及应用语言学， 2019， 硕士

【摘要】 在词汇习得的研究中,不同注释方式对阅读中词汇附带习得的影响一直备受关注。国内外大量研究表明,多项选择注释比单项注释更能有效促进词汇附带习得,但不同语言注释方式对词汇附带习得的影响仍优劣难辨。此外,在针对英语专业学生的词汇习得研究中,处于基础英语向专业英语过渡阶段的大一学生未得到足够重视。鉴于此,本文以英语专业大一学生为对象,进一步探究不同注释方式对阅读中词汇附带习得的影响。本研究以山东某综合类大学80名英语专业大一学生为受试,将其分成三组,在阅读中分别采用不同的词汇注释方式:组一为多项选择英语注释,组二为多项选择汉语注释,组三为英汉双语注释。三组受试分别在规定时间内完成阅读任务,随即接受即时后测,两周后接受延时后测。两次测试中,笔者采用词汇知识量表(VKS)对受试就15个目标词的习得和保持情况进行检测,并运用统计软件SPSS 25.0对所得数据进行单因素方差分析、多重分析和配对样本T检验。此外,笔者对随机挑选出的12名受试进行了半结构式访谈,并对访谈的录音资料进行了转写和分析。研究结果表明,第一,在即时测试中,两种多项选择注释下的词汇附带习得效果均优于英汉双语注释,且多项选择汉语注释显著优于其他两种注释方式,原因是多项选择注释加强了对目标词的注意,且汉语注释更能有效促进学生对词汇信息的深加工。第二,在延时测试中,两种多项选择注释下的词汇保持效果均优于英汉双语注释。其中,多项选择汉语注释的保持效果显著优于英汉双语注释,说明英汉双语注释下的词汇保持效果随着时间逐渐淡化,而多项选择汉语注释对词汇保持具有深刻持久的影响。第三,就接受性和产出性词汇知识的习得率和保持率而言,多项选择汉语注释更具优势。在即时测试中,多项选择汉语注释下的词汇知识习得率(38%)高于多项选择英语注释(23%)和英汉双语注释(22%);在延时测试中,多项选择汉语注释引发的词汇知识保持率(20%)依旧高于多项选择英语注释(11%)和英汉双语注释(6%),说明多项选择汉语注释更能促进词汇知识的习得和运用。通过访谈可知,在英汉双语注释方式下学生难以注意到目标词,而多项选择注释能强化学生对目标词的注意,且利于词义推测;但多项选择英语注释增加了阅读负担,使阅读效率降低,因而在本实验中未显示出优势。本研究结果对英语专业的词汇教学具有一定指导意义,教师可在阅读材料中增设多项选择汉语注释,并鼓励学生在阅读时推测生词词义,以提高词汇附带习得效率。此外,英语读物编写者应通过设置不同的注释方式来满足学习者的不同需求。同时,本研究存在一些局限性,如:研究对象数量较少,材料真实性需进一步提高等。今后的研究可通过扩大研究对象的数量及范围,采用更加真实的阅读材料等方法来弥补以上不足。更多还原

【Abstract】 Among the researches on incidental vocabulary acquisition(IVA),the effect of different types of glosses on IVA have been a hot issue.Numerous studies at home and abroad indicate that multiple-choice glosses have substantial superiority than single glosses in IVA,but the comparisons between the effects of different types of glossing language were still inconclusive.Additionally,the relevant studies focusing on English majors failed to pay enough attention to the freshmen who are experiencing the critical period from foundational English learning to advanced English learning.Based on the above,the present study was designed to further explore the effects of three different glossing types(multiple-choice English glosses,multiplechoice Chinese glosses,English plus Chinese glosses)on facilitating English majors’ incidental vocabulary acquisition through reading.In the present study,80 English-major freshmen in Shandong province were chosen as participants.They came from three parallel classes and were assigned with the same reading passage treated with three different glossing types: multiple-choice English glosses(Group 1),multiple-choice Chinese glosses(Group 2)and English plus Chinese glosses(Group 3).After finishing reading comprehension within specific time,all participants were tested the mastery of 15 target words by using modified Vocabulary Knowledge Scale in both immediate test and delayed test two weeks later.By the software SPSS 25.0,the data from two posttests were analyzed by employing one-way ANOVA,Tukey HSD post hoc multiple comparisons and paired samples test.Afterwards,a semi-structured interview was conducted and the recordings of 12 interviewees were transcribed and analyzed.The major findings were: 1)students who received multiple-choice glosses outperformed those assisted with English plus Chinese glosses in immediate test.To be specific,multiplechoice Chinese glosses significantly outperformed their counterparts.The reason is that multiple-choice glosses have enhanced students’ attention on target words.In comparison between the effects of Chinese and English,Chinese glosses can trigger more effective information processing of the words;2)in delayed test,two types of multiple-choice glosses still maintained the edge over English plus Chinese glosses,and multiple-choice Chinese glosses had significantly pronounced retention effect than English plus Chinese glosses,which indicate that the retention effect of English plus Chinese glosses tend to fade by time,while multiple-choice Chinese glosses can activate strong and durable memory trace.3)in perspective of acquired vocabulary knowledge(receptive and productive knowledge),multiple-choice Chinese glosses showed substantial advantage in both posttests.In immediate test,compared with multiple-choice English glosses(23%)and English plus Chinese glosses(22%),multiple-choice Chinese glosses(38%)brought higher acquisition rate;in delayed test,multiple-choice Chinese glosses(20%)remained higher retention rate than its counterparts,say multiple-choice English(11%)and English plus Chinese glosses(6%),which obviously indicate that multiplechoice Chinese glosses are more effective in facilitating the acquisition and output of vocabulary knowledge.According to the interview,the students pointed that the English plus Chinese glosses were inferior in noticing the target words,whereas multiple-choice glosses enhanced their attention to target words and boosted meaning-inferring process.However,multiple-choice English glosses exposed defects such as inefficiency and increased reading load,so it failed to show superiority in the current study.Based on the results,some pedagogical implications for vocabulary learning and teaching were drawn.To improve the efficiency of incidental vocabulary acquisition,teachers can initiatively design multiple-choice glosses in reading materials,especially the glosses in Chinese;and students are encouraged to develop a habit of inferring the meanings of unknown words while reading.Meanwhile,English compilers are expected to set different types of glosses to meet the varied needs of different-level learners.Inevitably,the study showed some limitations,such as,the limited size and scope of sample and contrived reading materials.Concerning these deficiencies,future researches should select larger size and broader scope of sample and adopt more authentic reading materials.更多还原