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注釋對二語閱讀中詞匯附帶習得的影響研究 版權信息
- ISBN：9787567629103
- 條形碼：9787567629103 ; 978-7-5676-2910-3
- 裝幀：暫無
- 冊數：暫無
- 重量：暫無
- 所屬分類：>>
注釋對二語閱讀中詞匯附帶習得的影響研究 本書特色
本書共七章內容，為安徽省2017年度高校優秀青年人才支持計劃重點項目“二語閱讀中詞匯附帶習得影響因素研究”的部分研究成果。書中對同一篇英語閱讀材料中的10個目標詞(動詞、名詞和形容詞)采取不同語言注釋(漢語、英語、漢語 英語、無注釋)、不同選項注釋(單項和雙項注釋)及不同位置注釋(夾注、頁邊注、腳注和尾注)，考察不同注釋方式對英語學習者英語閱讀及閱讀中詞匯附帶習得的影響。研究發現注釋能顯著性地促進學習者英語閱讀及閱讀中的詞匯附帶習得，尤其是單項漢語 英語的頁邊注釋。就學習者的語言水平而言，高水平學習者在各注釋方式中的英語閱讀和詞匯附帶習得成績均高于低水平學習者。同時研究結果顯示：加工程度較深的信息不一定能進入長時記憶，該結果與“投入量假說”相悖。本研究結果對英語教材編撰及英語詞匯教學有著重要的啟示意義，同時也為相關理論的修正提供了直接證據。
注釋對二語閱讀中詞匯附帶習得的影響研究 內容簡介
本選題共七章內容，為安徽省2017年度高校優秀青年人才支持計劃重點項目“二語閱讀中詞匯附帶習得影響因素研究”的部分研究成果。書稿對同一篇英語閱讀材料中的10個目標詞(動詞、名詞和形容詞)采取不同語言注釋(漢語、英語、漢語+英語、無注釋)、不同選項注釋(單項和雙項注釋)及不同位置注釋(夾注、頁邊注、腳注和尾注)，考察不同注釋方式對英語學習者英語閱讀及閱讀中詞匯附帶習得的影響。研究發現注釋能顯著性地促進學習者英語閱讀及閱讀中的詞匯附帶習得，尤其是單項漢語+英語的頁邊注釋。就學習者的語言水平而言，高水平學習者在各注釋方式中的英語閱讀和詞匯附帶習得成績均高于低水平學習者。同時研究結果顯示：加工程度較深的信息不一定能進入長時記憶，該結果與“投入量假說”相悖。本研究結果對英語教材編撰及英語詞匯教學有著重要的啟示意義，同時也為相關理論的修正提供了直接證據。
注釋對二語閱讀中詞匯附帶習得的影響研究 目錄
目錄：Contents
Chapter One Introduction 1
1.1 Need for the Study 1
1.2 Significance of the Study 3
1.3 Organization of the Thesis 4
Chapter Two Literature Review 6
2.1 Incidental Vocabulary Acquisition 6
2.1.1 Definitions of Incidental Vocabulary Acquisition 6
2.1.2 Advantages and Disadvantages of Incidental Vocabulary Acquisition 8
2.1.3 Summary 10
2.2 Incidental Vocabulary Acquisition and L2 Reading 10
2.2.1 Incidental Vocabulary Acquisition through L2 Reading 11
2.2.2 Advantages and Disadvantages of Incidental Vocabulary Acquisition through L2
Reading 13
2.2.3 Summary 15
2.3 Factors Influencing Incidental Vocabulary Acquisition through L2 Reading 16
2.3.1 Learner Factors 16
2.3.2 Text Factors 18
2.3.3 Lexicon Factors 18
2.3.4 Context Factors 20
2.3.5 Summary 21
2.4 Ways to Enhance Incidental Vocabulary Acquisition 21
2.5 Glosses 23
2.5.1 Definitions of Glosses 23
2.5.2 Types of Glosses 24
2.5.3 Functions of glosses 25
2.5.4 Summary 26
2.6 Previous Studies on Effects of Glosses on Incidental Vocabulary Acquisition through
Reading 27
2.6.1 Effects of Glosses in Different Languages on Incidental Vocabulary Acquisition 27
2.6.2 Effects of Glosses with Different Numbers on Incidental Vocabulary Acquisition 31
2.6.3 Effects of Glosses in Different Positions on Incidental Vocabulary Acquisition 35
2.6.4 Limitations of the Previous Studies 38
2.6.5 Summary 41
2.7 Theoretical Framework 41
2.7.1 Theory of Depth Processing 41
2.7.2 Involvement Load Hypothesis 43
2.7.3 Noticing Hypothesis 45
2.7.4 Input Hypothesis 46
2.7.5 Output Hypothesis 47
2.7.6 Summary 48
2.8 Summary 48
Chapter Three Research Design 49
3.1 Reading Material 49
3.2 Time for the Delayed Vocabulary Test 50
3.3. Evaluation of Learners’ Language Proficiency 51
3.4 Assessment of Incident Vocabulary Acquisition 52
3.5 Summary 54
Chapter Four Empirical Study I 55
4.1 Methodology 55
4.1.1 Research Questions 55
4.1.2 Participants 55
4.1.3 Target Words 56
4.1.4 Date Collection 57
4.2 Data Analysis and Results 57
4.2.1 Relationship between Leaners’ Language Proficiency and Reading Comprehension 57
4.2.1.1 Reading Comprehension under Four Glossing Conditions 57
4.2.1.2 Effects of Learners’ Language Proficiency on Reading Comprehension 60
4.2.2 Relationship between Learners’ Language Proficiency and Incidental Vocabulary Acquisition 62
4.2.2.1 Results of the Immediate Vocabulary Test 62
4.2.2.2 Results of the Delayed Vocabulary Test 66
4.2.2.3 Differences between Two Vocabulary Tests 70
4.3 Discussion 74
4.4 Summary 79
Chapter Five Empirical Study II 80
5.1 Methodology 80
5.1.1 Research Questions 80
5.1.2 Participants 80
5.1.3 Target Words 81
5.1.4 Date Collection 82
5.2 Data Analysis and Results 82
5.2.1 Relationship between Learners’ Language Proficiency and Reading Comprehension 82
5.2.1.1 Reading Comprehension under Two Glossing Conditions 83
5.2.1.2 Effects of Learners’ Language Proficiency on Reading Comprehension 84
5.2.2 Relationship between Learners’ Language Proficiency and Incidental Vocabulary Acquisition 85
5.2.2.1 Results of the Immediate Vocabulary Test 85
5.2.2.2 Results of the Delayed Vocabulary Test 87
5.2.2.3 Differences between Two Vocabulary Tests 89
5.3 Discussion 92
5.4 Summary 96
Chapter Six Empirical Study III 97
6.1 Methodology 97
6.1.1 Research Questions 97
6.1.2 Participants 97
6.1.3 Target Words 98
6.1.4 Data Collection 99
6.2 Data Analysis and Results 99
6.2.1 Relationship between Learners’ Language Proficiency and Reading Comprehension 99
6.2.1.1 Reading Comprehension under Four Glossing Conditions 99
6.2.1.2 Effects of Learners’ Language Proficiency on Reading Comprehension 102
6.2.2 Relationship between Learners’ Language Proficiency and Incidental Vocabulary Acquisition 103
6.2.2.1 Results of the Immediate Vocabulary Test 103
6.2.2.2 Results of the Delayed Vocabulary Test 106
6.2.2.3 Differences between Two Vocabulary Tests 110
6.3 Discussion 113
6.4 Summary 118
Chapter Seven Conclusion 119
7.1 Major Findings of the Research 119
7.2 Implications of the Research 124
7.3 Limitations of the Research 127
7.4 Suggestions for the Future Research 127
References 129
Appendices 138
Chapter One Introduction 1
1.1 Need for the Study 1
1.2 Significance of the Study 3
1.3 Organization of the Thesis 4
Chapter Two Literature Review 6
2.1 Incidental Vocabulary Acquisition 6
2.1.1 Definitions of Incidental Vocabulary Acquisition 6
2.1.2 Advantages and Disadvantages of Incidental Vocabulary Acquisition 8
2.1.3 Summary 10
2.2 Incidental Vocabulary Acquisition and L2 Reading 10
2.2.1 Incidental Vocabulary Acquisition through L2 Reading 11
2.2.2 Advantages and Disadvantages of Incidental Vocabulary Acquisition through L2
Reading 13
2.2.3 Summary 15
2.3 Factors Influencing Incidental Vocabulary Acquisition through L2 Reading 16
2.3.1 Learner Factors 16
2.3.2 Text Factors 18
2.3.3 Lexicon Factors 18
2.3.4 Context Factors 20
2.3.5 Summary 21
2.4 Ways to Enhance Incidental Vocabulary Acquisition 21
2.5 Glosses 23
2.5.1 Definitions of Glosses 23
2.5.2 Types of Glosses 24
2.5.3 Functions of glosses 25
2.5.4 Summary 26
2.6 Previous Studies on Effects of Glosses on Incidental Vocabulary Acquisition through
Reading 27
2.6.1 Effects of Glosses in Different Languages on Incidental Vocabulary Acquisition 27
2.6.2 Effects of Glosses with Different Numbers on Incidental Vocabulary Acquisition 31
2.6.3 Effects of Glosses in Different Positions on Incidental Vocabulary Acquisition 35
2.6.4 Limitations of the Previous Studies 38
2.6.5 Summary 41
2.7 Theoretical Framework 41
2.7.1 Theory of Depth Processing 41
2.7.2 Involvement Load Hypothesis 43
2.7.3 Noticing Hypothesis 45
2.7.4 Input Hypothesis 46
2.7.5 Output Hypothesis 47
2.7.6 Summary 48
2.8 Summary 48
Chapter Three Research Design 49
3.1 Reading Material 49
3.2 Time for the Delayed Vocabulary Test 50
3.3. Evaluation of Learners’ Language Proficiency 51
3.4 Assessment of Incident Vocabulary Acquisition 52
3.5 Summary 54
Chapter Four Empirical Study I 55
4.1 Methodology 55
4.1.1 Research Questions 55
4.1.2 Participants 55
4.1.3 Target Words 56
4.1.4 Date Collection 57
4.2 Data Analysis and Results 57
4.2.1 Relationship between Leaners’ Language Proficiency and Reading Comprehension 57
4.2.1.1 Reading Comprehension under Four Glossing Conditions 57
4.2.1.2 Effects of Learners’ Language Proficiency on Reading Comprehension 60
4.2.2 Relationship between Learners’ Language Proficiency and Incidental Vocabulary Acquisition 62
4.2.2.1 Results of the Immediate Vocabulary Test 62
4.2.2.2 Results of the Delayed Vocabulary Test 66
4.2.2.3 Differences between Two Vocabulary Tests 70
4.3 Discussion 74
4.4 Summary 79
Chapter Five Empirical Study II 80
5.1 Methodology 80
5.1.1 Research Questions 80
5.1.2 Participants 80
5.1.3 Target Words 81
5.1.4 Date Collection 82
5.2 Data Analysis and Results 82
5.2.1 Relationship between Learners’ Language Proficiency and Reading Comprehension 82
5.2.1.1 Reading Comprehension under Two Glossing Conditions 83
5.2.1.2 Effects of Learners’ Language Proficiency on Reading Comprehension 84
5.2.2 Relationship between Learners’ Language Proficiency and Incidental Vocabulary Acquisition 85
5.2.2.1 Results of the Immediate Vocabulary Test 85
5.2.2.2 Results of the Delayed Vocabulary Test 87
5.2.2.3 Differences between Two Vocabulary Tests 89
5.3 Discussion 92
5.4 Summary 96
Chapter Six Empirical Study III 97
6.1 Methodology 97
6.1.1 Research Questions 97
6.1.2 Participants 97
6.1.3 Target Words 98
6.1.4 Data Collection 99
6.2 Data Analysis and Results 99
6.2.1 Relationship between Learners’ Language Proficiency and Reading Comprehension 99
6.2.1.1 Reading Comprehension under Four Glossing Conditions 99
6.2.1.2 Effects of Learners’ Language Proficiency on Reading Comprehension 102
6.2.2 Relationship between Learners’ Language Proficiency and Incidental Vocabulary Acquisition 103
6.2.2.1 Results of the Immediate Vocabulary Test 103
6.2.2.2 Results of the Delayed Vocabulary Test 106
6.2.2.3 Differences between Two Vocabulary Tests 110
6.3 Discussion 113
6.4 Summary 118
Chapter Seven Conclusion 119
7.1 Major Findings of the Research 119
7.2 Implications of the Research 124
7.3 Limitations of the Research 127
7.4 Suggestions for the Future Research 127
References 129
Appendices 138
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注釋對二語閱讀中詞匯附帶習得的影響研究 作者簡介
易紅波，安徽機電職業技術學院英語教師，講師，外國語言學及應用語言學專業碩士研究生。2010年至今工作于安徽機電職業技術學院。迄今發表論文10余篇，主持教育廳人文社會科學研究一般項目1項，院級人文社會科學研究一般項目1項、重點項目1項，入選2017年度安徽高校優秀青年人才支持計劃重點項目；參與教育廳人文社會科學研究重點項目1項，省級質量工程教學研究一般項目1項、重大項目1項，院級質量工程教學研究重點項目1項。
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