注释位置、注释语言和自注释对英语阅读中词汇学习效果的影响  

Effects of Position of Gloss,Language of Gloss and Student Self-glossing on L2 English Vocabulary Learning through Reading

作　　者：张文忠[1] 徐承萍[2] 刘浩 冯瑞玲[2] 

机构地区：[1]南开大学外国语学院 [2]天津师范大学外国语学院 [3]天津理工大学外国语学院

出　　处：《解放军外国语学院学报》2017年第6期11-19,61,共10页Journal of PLA University of Foreign Languages

基　　金：国家社会科学基金项目"赋权增能型英语教育创新体系研究"(16BYY078)

摘　　要：本研究考察英语阅读中词汇注释位置和注释语言类型以及学习者自注单词任务对阅读过程中的词汇学习的影响。注释位置为文内注释、文旁注释、页脚注释,注释类型分别为提供英语注释、提供汉语注释和要求学生自注词汇。对中级偏上水平的6组英语专业大一学生进行实验,结果显示:1)注释语言类型对词汇学习有显著主效应,汉语注释对词汇的学习效果显著优于英语注释;2)注释位置无显著主效应,但注释位置与注释语言有交互效应,前者调节后者产生的效果和方式,文旁中文注释优于其余各组;3)自注释对词汇的促进效果不亚于文旁汉语注释,且优于其余各组注释。本研究的发现对于阅读材料编写过程中如何利用注释促进词汇学习具有一定的启示。The present study investigates the effects of positions and types of glosses on vocabulary learning during English reading. Positions of glosses include those of interlinear,side-marginal and bottom-marginal,and types of glosses are English as L2,Chinese as L1 and self-glossing. An experiment was conducted on 6 classes of upper-intermediate level first-year English majors. The results show that: 1) type of language for glossing produces a main effect on vocabulary learning,specifically,glosses in Chinese are significantly more facilitative to vocabulary learning than glosses in English; 2) positions of glosses have no main effect,but create an interactional effect with types of glosses,which is exemplified in the fact that Chinese side-marginal gloss produces the best results among the 6 groups; 3) advantages have been found for self-glossing in facilitating vocabulary learning as the results for self-glossing are as good as results for side-marginal glosses in Chinese and better than all other types of glossing. Findings from the present study have implications for the design of more effective glossing to facilitate vocabulary learning.

关 键 词：词汇注释 注释位置 注释语言 词汇学习 学生自注释 

分 类 号：H319.34[语言文字—英语]