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注释对二语悦读中词汇附带习得的影响研究

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作者易红波著

出版社安徽师范大学出版社

ISBN9787567629103

出版时间2017-06

装帧平装

开本32开

定价30元

货号1201545673

上书时间2024-06-05

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易红波，安徽机电职业技术学院英语教师，讲师，外国语言学及应用语言学专业硕士研究生。2010年至今工作于安徽机电职业技术学院。迄今发表论文10余篇，主持教育厅人文社会科学研究一般项目1项，院级人文社会科学研究一般项目1项、重点项目1项，入选2017年度安徽高校很好青年人才支持计划重点项目；参与教育厅人文社会科学研究重点项目1项，省级质量工程教学研究一般项目1项、重大项目1项，院级质量工程教学研究重点项目1项。

目录
Chapter One Introduction1
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

内容摘要
本选题共七章内容，为安徽省2017年度高校很好青年人才支持计划重点项目“二语阅读中词汇附带习得影响因素研究”的部分研究成果。书稿对同一篇英语阅读材料中的10个目标词(动词、名词和形容词)采取不同语言注释(汉语、英语、汉语+英语、无注释)、不同选项注释(单项和双项注释)及不同位置注释(夹注、页边注、脚注和尾注)，考察不同注释方式对英语学习者英语阅读及阅读中词汇附带习得的影响。研究发现注释能显著性地促进学习者英语阅读及阅读中的词汇附带习得，尤其是单项汉语+英语的页边注释。就学习者的语言水平而言，高水平学习者在各注释方式中的英语阅读和词汇附带习得成绩均高于低水平学习者。同时研究结果显示：加工程度较深的信息不一定能进入长时记忆，该结果与“投入量假说”相悖。本研究结果对英语教材编撰及英语词汇教学有着重要的启示意义，同时也为相关理论的修正提供了直接证据。

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注释对二语悦读中词汇附带习得的影响研究

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