多媒体注释对英语词汇附带习得和阅读理解作用的实证研究

Effects of Multimedia Glosses on English Incidental Vocabulary Acquisition and Reading Comprehension

本文研究3种形式的多媒体注释对中国英语学习者词汇附带习得和阅读理解的作用。结果显示,在阅读理解测试中,低水平受试的"文字+图画"和"文字+声音"注释均显著优于"文字+图画+声音";对高水平受试而言,3种注释无显著性差异。在词汇即时测试中的词汇意义和选词填空部分,高水平受试的"文字+图画+声音"显著优于"文字+图画",在延后测试中的选词填空部分,"文字+声音"和"文字+图画+声音"均显著优于"文字+图画";对低水平受试而言,在词汇即时测试中的词汇意义部分,3种注释没有显著性差异,在选词填空部分,"文字+声音"显著优于"文字+图画",词汇延后测试中3种注释无显著性差异。

The study investigates effects of three types of multimedia glosses on incidental vocabulary learning and reading comprehension for Chinese English learners. The data were collected through a reading comprehension test, an immediate vocabulary test and a delayed vocabulary test. The results showed that no differences were observed among the three glosses on the reading comprehension test for the high level learners, while for the low level learners both the groups of text＋picture and text＋sound had significantly higher scores than the group of text＋picture＋sound. However, for high level learners, the group of text＋picture＋sound had significantly higher scores than the group of text＋picture on words recognition and blankfilling in the immediate test. Both the groups of text＋sound and text＋picture＋sound had significantly higher scores than the group of text＋picture on blank-filling part in the delayed test. For low level learners, the group of text＋sound had significantly higher scores than the group of text＋picture on blank-fi lling, but no differences were observed among the three glosses on words recognition in immediate test, and there are no differences in delayed test.