多模态注释方式对语块附带习得影响的实证研究

Empirical Research of the Effects of Multimodal Annotation on Incidental Lexical Chunk Acquisition

当前研究者们很少关注多模态注释方式对语块附带习得的影响。本文采取实证研究方法,探讨三种不同的注释方式(给出两个英文多模态注释+给出中文多模态注释+传统文字注释)对语块附带习得的效果。研究结果表明,即时测试中,给出两个英文多模态注释语块习得效果要优于给出中文多模态注释和传统文字注释,记忆得更久。延时语块测试中,三组注释方式的语块附带习得效果均没有显著性差异,两个英文多模态注释方式的语块附带习得效果优于中文多模态注释方式;中文多模态注释的效果要比传统文字注释的效果好。即时测试中,投入量假设呈现显著性效果;然而在延时测试中,投入量未能与语块附带习得成正相关。本研究的意义在于:丰富了有关注释和阅读中语块附带习得领域的研究。

Studies on effects of multimodal annotation on incidental lexical chunk acquisition are rare. This paper conducts an experiment of different effects of three ways of annotations on incidental lexical chunk acquisition in order to explore the relationship of incidental lexical chunk acquisition and memory. The result shows that in the immediate test, double English annotation is better than Chinese annotation and traditional annotation. In the delayed test, there are no significant differences among double English annotations, Chinese annotation and traditional annotation, however double English annotation is more helpful for incidental lexical chunk acquisition, followed by Chinese annotation. In the immediate test, effects of "Task-induced Involvement Load Hypothesis" are significant; nonetheless, in the delayed test, there is no positive correlation between task-induced involvement load and incidental lexical chunk acquisition.