摘要
用一语夹注、二语夹注及无注释三种方式对同一篇英语文章中的生词加以处理,探究夹注式单词释义对二语阅读中词汇附带习得的影响。研究对象为我国某外国语大学英语专业二年级的3个平行班。实验时,控制班使用的阅读材料不含生词注释,两个实验班使用的阅读材料分别含有一语夹注和二语夹注。统计结果显示,实验班和控制班在词形辨认和形义联系两项即时测试中均无显著性差异。研究表明,不同于旁注及尾注等注释形式,夹注对二语阅读过程中的词汇附带习得并无显著的帮助作用。
The present study investigated the effects of in-text parenthetical glossing on incidental vocabulary acquisition o f English learners reading experiments. English-major sophomores from three parallel classes participated in the study. In the ex p e r im en t, the control class was given the reading material with no glossing while the experimental classes were given the L I-gloss ing version and the L2- glossing version respectively. The results showed that there was no significant difference between the control class and the experimental classes in the immediate word-form identification test and the form-meaning matching test. In other words, in-text parenthetical glossing , different from other forms of glossing,is not proved to be significantly helpful for L2 learners ＇ incidental vocabulary acquisition through reading.
出处
《上海理工大学学报（社会科学版）》
2017年第2期143-148,共6页
Journal of University of Shanghai for Science and Technology：Social Sciences Edition
关键词
词汇附带习得
夹注式单词释义
二语阅读
incidental vocabulary acquisition
in-text parenthetical glossing
L2 reading
