注释对二语悦读中词汇附带习得的影响研究

本书共七章内容，为安徽省2017年度高校青年人才支持计划重点项目“二语阅读中词汇附带习得影响因素研究”的部分研究成果。书中对同一篇英语阅读材料中的10个目标词(动词、名词和形容词)采取不同语言注释(汉语、英语、汉语英语、无注释)、不同选项注释(单项和双项注释)及不同位置注释(夹注、页边注、脚注和尾注)，考察不同注释方式对英语学习者英语阅读及阅读中词汇附带习得的影响。研究发现注释能显著性地促进学习者英语阅读及阅读中的词汇附带习得，尤其是单项汉语英语的页边注释。就学习者的语言水平而言，高水平学习者在各注释方式中的英语阅读和词汇附带习得成绩均高于低水平学习者。同时研究结果显示：加工程度较深的信息不能进入长时记忆，该结果与“投入量假说”相悖。本研究结果对英语教材编撰及英语词汇教学有着重要的启示意义，同时也为相关理论的修正提供了直接证据。

目录：Contents

ChapterOneIntroduction 1
1.1NeedfortheStudy 1
1.2SignificanceoftheStudy 3
1.3OrganizationoftheThesis 4
ChapterTwoLiteratureReview 6
2.1IncidentalVocabularyAcquisition 6
2.1.1DefinitionsofIncidentalVocabularyAcquisition 6
2.1.2AdvantagesandDisadvantagesofIncidentalVocabularyAcquisition 8
2.1.3Summary 10
2.2IncidentalVocabularyAcquisitionandL2Reading 10
2.2.1IncidentalVocabularyAcquisitionthroughL2Reading 11
2.2.2AdvantagesandDisadvantagesofIncidentalVocabularyAcquisitionthroughL2
Reading 13
2.2.3Summary 15
2.3FactorsInfluencingIncidentalVocabularyAcquisitionthroughL2Reading 16
2.3.1LearnerFactors 16
2.3.2TextFactors 18
2.3.3LexiconFactors 18
2.3.4ContextFactors 20
2.3.5Summary 21
2.4WaystoEnhanceIncidentalVocabularyAcquisition 21
2.5Glosses 23
2.5.1DefinitionsofGlosses 23
2.5.2TypesofGlosses 24
2.5.3Functionsofglosses 25
2.5.4Summary 26
2.6PreviousStudiesonEffectsofGlossesonIncidentalVocabularyAcquisitionthrough
Reading 27
2.6.1EffectsofGlossesinDifferentLanguagesonIncidentalVocabularyAcquisition 27
2.6.2EffectsofGlosseswithDifferentNumbersonIncidentalVocabularyAcquisition 31
2.6.3EffectsofGlossesinDifferentPositionsonIncidentalVocabularyAcquisition 35
2.6.4LimitationsofthePreviousStudies 38
2.6.5Summary 41
2.7TheoreticalFramework 41
2.7.1TheoryofDepthProcessing 41
2.7.2InvolvementLoadHypothesis 43
2.7.3NoticingHypothesis 45
2.7.4InputHypothesis 46
2.7.5OutputHypothesis 47
2.7.6Summary 48
2.8Summary 48
ChapterThreeResearchDesign 49
3.1ReadingMaterial 49
3.2TimefortheDelayedVocabularyTest 50
3.3.EvaluationofLearners’LanguageProficiency 51
3.4AssessmentofIncidentVocabularyAcquisition 52
3.5Summary 54
ChapterFourEmpiricalStudyI 55
4.1Methodology 55
4.1.1ResearchQuestions 55
4.1.2Participants 55
4.1.3TargetWords 56
4.1.4DateCollection 57
4.2DataAnalysisandResults 57
4.2.1RelationshipbetweenLeaners’LanguageProficiencyandReadingComprehension 57
4.2.1.1ReadingComprehensionunderFourGlossingConditions 57
4.2.1.2EffectsofLearners’LanguageProficiencyonReadingComprehension 60
4.2.2RelationshipbetweenLearners’LanguageProficiencyandIncidentalVocabularyAcquisition 62
4.2.2.1ResultsoftheImmediateVocabularyTest 62
4.2.2.2ResultsoftheDelayedVocabularyTest 66
4.2.2.3DifferencesbetweenTwoVocabularyTests 70
4.3Discussion 74
4.4Summary 79
ChapterFiveEmpiricalStudyII 80
5.1Methodology 80
5.1.1ResearchQuestions 80
5.1.2Participants 80
5.1.3TargetWords 81
5.1.4DateCollection 82
5.2DataAnalysisandResults 82
5.2.1RelationshipbetweenLearners’LanguageProficiencyandReadingComprehension 82
5.2.1.1ReadingComprehensionunderTwoGlossingConditions 83
5.2.1.2EffectsofLearners’LanguageProficiencyonReadingComprehension 84
5.2.2RelationshipbetweenLearners’LanguageProficiencyandIncidentalVocabularyAcquisition 85
5.2.2.1ResultsoftheImmediateVocabularyTest 85
5.2.2.2ResultsoftheDelayedVocabularyTest 87
5.2.2.3DifferencesbetweenTwoVocabularyTests 89
5.3Discussion 92
5.4Summary 96
ChapterSixEmpiricalStudyIII 97
6.1Methodology 97
6.1.1ResearchQuestions 97
6.1.2Participants 97
6.1.3TargetWords 98
6.1.4DataCollection 99
6.2DataAnalysisandResults 99
6.2.1RelationshipbetweenLearners’LanguageProficiencyandReadingComprehension 99
6.2.1.1ReadingComprehensionunderFourGlossingConditions 99
6.2.1.2EffectsofLearners’LanguageProficiencyonReadingComprehension 102
6.2.2RelationshipbetweenLearners’LanguageProficiencyandIncidentalVocabularyAcquisition 103
6.2.2.1ResultsoftheImmediateVocabularyTest 103
6.2.2.2ResultsoftheDelayedVocabularyTest 106
6.2.2.3DifferencesbetweenTwoVocabularyTes