三种文本注释方式对词汇附带习得的影响  

Facilitating Effects of Glosses Through Reading and Retelling

作　　者：刘敬华[1] 董爱智[2] 

机构地区：[1]珠海城市职业技术学院英语系,广东珠海519000 [2]石家庄经济学院外国语学院,石家庄050031

出　　处：《湖北第二师范学院学报》2011年第5期31-34,共4页Journal of Hubei University of Education

摘　　要：本文以90名非英语专业大学生为受试,通过口语任务-阅读复述比较研究单项注释,双语注释,及双语多项选择注释对于词汇附带习得的影响。研究结果表明:在即时测试中三种注释对于词汇习得的影响差异显著,其中多项选择注释效果最好,双语注释次之,单项注释最不明显。延时测试的结果与即时测试结果相似,但双语注释组与单项注释组没有显著差异。This study investigated the effects of single glosses（Chinese）,bilingual glosses and bilingual multiple-choice glosses on incidental vocabulary acquisition through reading and retelling with 90 non-English majors.In both vocabulary achievement tests,the multiple-choice gloss group outscored the bilingual gloss group,and the bilingual gloss group outperformed the single gloss group.However,the difference between the single and the bilingual was not significant in the delayed post test.

关 键 词：注释 词汇 口语任务 

分 类 号：H319[语言文字—英语]