注释与词汇量对英语阅读的词汇附带习得效果影响

The Effects of Glosses and Vocabulary Sizes on Incidental Vocabulary Acquisition in Reading

根据注意假说、加工层次、投入量假设理论,论文采用量化研究方法,考察中文、英文、中英双语三种注释对不同词汇量英语学习者在阅读过程的词汇附带习得影响。在即时测试中,词汇量水平的主效应不显著,但注释方式的主效应显著,中英文注释效果要显著优于英文注释和中文注释,但中文注释和英文注释之间的差异并不显著;在延时测试中,注释方式的主效应不显著,词汇量水平的主效应显著,3000词汇量水平组记忆保持效果好于2000词汇量水平组。

Based on Noticing Hypothesis, Depth of Processing Hypothesis and Task - induced Involvement Hy- pothesis,This study is to discuss the effects of glosses Chinese gloss, English gloss ＆ Chinese- English gloss） and vocabulary sizes on incidental vocabulary acquisition in reading. The result shows that the effect of glosses is significant,however,the effects of vocabulacy sizes is not significant in immediate test. And the Chi- nese- English gloss is significantly effective on incidental vocabulacy learning than English gloss and Chinese gloss, There is no significant difference in English gloss and Chinese gloss on effectiveness. While the effect of vocabulaPy sizes is significant, whereas, the effect of glosses is not significant in delayed test. The retention of the new words for learners with 3000 words is significantly better than those with 2000 words.