不同注释方式对词汇附带习得的影响  

Effects of Three Ways of Glossing on Incidental Vocabulary Acquisition

作　　者：曹佳学[1,2] 宋娇[2] 

机构地区：[1]上海外国语大学,上海200083 [2]河北联合大学,唐山063009

出　　处：《外语学刊》2014年第1期117-120,共4页Foreign Language Research

基　　金：全国教育科学"十一五"规划教育部重点课题"跨文化外语教学理念在<新标准大学英语>中的应用研究"(GPA105030);河北省社会科学发展研究课题"全球化背景下高等教育跨文化交际体系研究"(201303165)的阶段性成果

摘　　要：本文通过实验对比3种不同注释方式对词汇附带习得的影响,旨在探索词汇学习与记忆的关系,提高词汇学习效率。3种不同注释方式为:一个对应的英文注释,一个对应的中文注释,两个英文注释任选其一。研究结果表明,在即时测试中,给出两个英文意思选择其一的注释方式,其词汇附带习得效果明显好于给出其他两种注释方式。在延时测试中,3种注释方式无显著性差异,但采取给出两个英文注释选择其一的方式,学生成绩最稳定。其次是给出一个中文意思。本实验结果表明,大多数现有教材所采用的传统生词表注释形式不利于学生的词汇附带习得。This paper makes an experiment of different effects of three glossing ways in reading on incidental vocabulary acquisition to explore the relationship between vocabulary acquisition and its memory, which aims to improve the vocabulary acquisition. The three glosses are single Chinese gloss, single English gloss and double English glosses to be chosen one correct. The result shows that in the immediate test, double English glosses conduce most to the incidental vocabulary acquisition. However, in the delayed test, there is no significant difference among the three glosses. Compared with the other two kinds of glosses, the test score of the double English glosses is the highest and the most stable, which is followed by the single Chinese gloss. The result of this experi- ment indicates that the traditional word list of glossing adopted by most of the current textbooks cannot facilitate students＇ inciden- tal vocabulary acquisition.

关 键 词：注释 附带习得 即时测试 延时测试 

分 类 号：H319.34[语言文字—英语]