对超媒体注释模式下学术词汇习得效果的研究  

Effects of the Hypermedia Annotations on the Acquisition of Academic Words

作　　者：刘百军[1] 朱晓江[1] 

机构地区：[1]浙江工业大学外国语学院,浙江杭州310023

出　　处：《浙江工业大学学报（社会科学版）》2013年第4期469-474,共6页Journal of Zhejiang University of Technology：Social Sciences

基　　金：浙江省教科规划基金项目(SCG146);浙江省社科联一般规划基金项目(2013N191);浙江省外文协会一般规划基金项目(ZWYB2013039)

摘　　要：Averil Coxhead基于其自建的学术语料库编制的学术词汇表(AWL),其普适性和在学术英语中的地位已得到大量研究者的认可。但学术词汇因其抽象性和灵活性而难以被学习者习得。文章采取实证研究方法,通过调查三种不同的注释模式(传统文字注释、多媒体环境下的文字+读音模式以及文字+图片/视频的超媒体注释)下我国高年级非英语专业学习者习得学术性词汇的效果发现:超媒体注释模式在促进学术性词汇附带学习和单词记忆保持方面都远胜于传统的文字注释和文字+注音的注释模式,并可为学术性词汇习得提供一定的借鉴。In 2000, Averil Coxhead compiled an academic word list based on a corpus of written aca- demic texts examining the frequency and range of words. Its universality and the value in academic English have been largely approved. However, the vocabulary is not easily understood and grasped by learners because of their abstractness and flexibility. This empirical study explores the effect of hypermedia annotations on incidental acquisition of academic words by advanced non-English major students in Chinese universities. The three annotation modes examined are traditional L1 definitions, L1 definitions with pronunciation and hypermedia annotations with pictures and pronunciation. The study shows that hypermedia annotations with pictures and pronunciation are more effective in foste- ring the incidental learning of academic words, and they would produce a better effect on the long term retention. This study suggests an effective method to the acquisition of academic.

关 键 词：超媒体注释 学术性词汇 词汇习得 

分 类 号：H319[语言文字—英语]