摘要
本研究旨在考察超媒体注释对中国学习者在阅读中习得英语词汇的作用。试验结果表明:就语言因素而言,中文注释模式与英文注释模式对词汇的附带习得有显著性差别,中文注释模式优于英语注释模式;就图片因素而言,有图模式对英语词汇附带习得的效果并无明显的优势;而语言因素和图片的交互作用对词汇的习得有明显优势,中文+图片注释模式对于词汇附带习得最为有效。
The study investigates immediate and delayed effects of different hypermedia annotations on incidental vocabulary learning of foreign language learners in China. 117 university students were randomly assigned to 4 types of annotations： L1; L2, L1-plus-picture; L2-plus-picture. Findings suggest that the 4 types of annotations are effective for incidental vocabulary learning. There are significant differences between L1 and L2 annotations for incidental vocabulary learning and no significant differences between picture （text-plus-picture） and no-picture （text-only） annotations. The results also reveal the significant interaction effects between language and picture indicating that L1-plus-picture on vocabulary learning shows superiority in incidental vocabulary learning.
出处
《现代教育技术》
CSSCI
2009年第6期50-53,49,共5页
Modern Educational Technology
关键词
超媒体注释
二语词汇
词汇附带习得
Hyper-media Annotations
L2 Vocabulary
Incidental Vocabulary Learning
