摘要
通过阅读实验和词汇测试,分析阅读材料中不同注释方式及学习者的二语水平对词汇附带习得的影响。研究结果显示,二语水平越高的学习者词汇附带习得的效果越好;目标词汇的多项选择注释比单项定义注释更能促进词汇的附带习得。
This study analyzes the effects of different annotations and different language proficiency on vocabulary acquisition through reading experiments and vocabulary tests. The results of the study show that learners with higher language proficiency gain a better incidental vocabulary acquisition; and multiple-choice annotation to target words facilitates better acquisition than a single definition.
出处
《教学研究》
2014年第3期22-25,10-11,共4页
Research in Teaching
基金
南京晓庄学院2013年教育教学改革微型课题(4033570)
