导　　师： 蒋静仪

学科专业： 050211

授予学位： 硕士

作　　者： ;

机构地区： 华南理工大学

摘　　要： 本实验旨在研究一语注释和二语注释在不同学习条件下/(即顺带学习和刻意学习/)对词汇习得和阅读理解的影响。为了明确实验目的,本文基于输入强化理论,修定阶层模型,以及总体任务资源理论,提出三个实验假设: 1.词汇注释在顺带学习和刻意学习条件下,都能对阅读理解产生积极影响; 2.一语注释在顺带学习条件下,对阅读理解的影响更明显;在刻意学习条件下的一语注释,和分别在顺带学习以及刻意学习条件下的二语注释,对阅读理解的影响没有明显差别。 3.一语注释和二语注释在刻意学习条件下对词汇习得的积极影响比顺带学习条件明显。 本实验将某大专高校同一专业的157名学生作为受试者。根据不同的词汇注释和学习条件,受试者被安排在5个组,分别为:控制组/(阅读材料没有词汇注释/),顺带学习条件下的一语注释组/(接受一语注释,阅读文章/),刻意学习条件下的一语注释组/(接受一语注释,阅读文章,并刻意学习词汇/),顺带学习条件下的二语注释组/(接受二语注释,阅读文章/),以及刻意学习条件下的二语注释组/(接受二语注释,阅读文章,并刻意学习词汇/)。所有受试者在完成阅读理解练习后,都进行即时和延时词汇测试。 实验的结果基本符合实验假设。词汇注释有助于阅读理解,而且一语注释在顺带学习条件下对阅读理解的积极影响更为明显。然而,刻意学习条件下的词汇注释仅对短期促进词汇学习有积极影响,相比之下顺带学习条件下习得的词汇在长期内保持量更多。 本实验将不同的词汇注释/(即一语注释与二语注释/)和不同的学习条件/(即顺带学习和刻意学习条件/)进行综合探讨,不仅限于这些因素对词汇习得的影响,同时它们对阅读理解的影响也考虑在内。因此对相关方面的研究做出了深化和补充。另外,由于该实� The present study is devoted to the investigation on the effects of L1 and L2 gloss on vocabulary learning and reading under different learning conditions, namely, incidental learning condition and intentional learning condition. Based on constructs of Input Enhancement, Revised Hierarchical Model, and Task-general Resources /(TGR/) theory, three hypotheses are put forward to highlight the objectives of the study: Hypothesis 1: The provision of vocabulary gloss is facilitative to L2 reading comprehension under both learning conditions. Hypothesis 2: There is significant impact of L1 gloss on reading comprehension for the incidental group; meanwhile, treatments in other conditions /(L1 intentional, L2 incidental and L2 intentional learning/) demonstrate no significant difference. Hypothesis 3: Both L1 gloss and L2 gloss under intentional learning condition rather than incidental learning condition are facilitative in vocabulary learning. English learners from the same major in a college /(N=157/) were assigned to five different groups: /(a/) control group /(reading for meaning, no gloss/), /(b/) L1 incidental group /(reading for meaning with L1 gloss/), /(c/) L1 intentional group /(reading for meaning with L1 gloss, plus word memorizing/), /(d/) L2 incidental group /(reading for meaning with L2 gloss/), /(e/) L2 intentional group /(reading for meaning with L2 gloss, plus word memorizing/). The participants took an immediate test on words and reading comprehension, and a two-week delayed posttest measured their vocabulary retention. Results of the present study are generally confirmatory to the research hypotheses. Vocabulary gloss is found to be facilitative to reading comprehension, and L1 gloss under incidental learning condition promotes reading comprehension significantly. However, the positive effects of glosses under intentional vocabulary learning condition only maintain in the short run, while incidentally learned vocabulary persists over time. The current study incorpor

关 键 词： 词汇注释 顺带学习 刻意学习 词汇习得 阅读理解

领　　域： [语言文字]