不同字幕输入方式对高中生英语词汇附带习得效果影响

The Effects of Different Subtitles Input Modes on High School Students Vocabulary Incidental Acquisition

文章以某市某中学高一年级104名学生作为研究对象,比较三种不同字幕输入方式的英语原声短视频(连续观看三遍)对IVA的整体效果和各个维度(词形、词义和应用)效果。研究发现:三种不同字幕输入方式总体均能附带习得词汇;相比无字幕输入,全字幕和关键词字幕更能促进学生附带词汇习得,而关键词字幕组可以附带习得几乎与全字幕组相同的词汇知识;三种不同的字幕输入方式对词汇附带习得三维度的作用不同。在研究结果的基础上,笔者提出若干建议,以期为高中英语词汇教学提供一些启示。

Taking 104 first-year students of one high school in one city as a case study,this paper combines the integral effect and various dimension(morphology,acceptation,application)effects to IVA of three kinds of subtitle input modes of short English original sound videos(watch three times).The research discovers that all of three different kinds of subtitle input modes can attach vocabulary acquisition;compare to no subtitle input modes and fullsubtitle input modes,key word subtitle input can promote students to attach vocabulary acquisition,and keyword subtitle group can attach acquisition as much vocabulary knowledge as that of full subtitle group;Three kinds of different subtitle input modes have different effects on the three dimensions of vocabulary incidental acquisition.Based on this research result,the author of this paper puts forward some advice to inspire the high school vocabulary teaching of this city.