摘要
本研究是对文本注释类型对二语词汇习得影响的实证研究所进行的元分析。通过整合国内外27项相关研究,得出以下结论:(1)文本注释类型对二语词汇习得具有中等偏大积极效应,且该效应能够保持到延时后测;(2)不同注释语言对二语词汇习得影响不大,但双语注释显著优于单语注释;注释位置在空间上越接近被注释词,二语词汇即时习得效果越好;固定注释模式显著优于选择注释模式;(3)后测时间和后测类型是文本注释对二语词汇习得效应的调节变量。
This study presents findings from a meta-analysis based on 27 empirical studies published in home and international journals on the effect of the types of textual glosses on second language(L2) vocabulary acquisition.The results showed that:1) the overall effect size of textual glosses on L2 vocabulary acquisition is medium positive and can be maintained to the delayed post-test;2) different glossing languages have limited influence on L2 vocabulary acquisition but bilingual glosses are better than monolingual glosses significantly;and the closer the textual gloss is to the glossed word,the better the uptake of the second language vocabulary is;and the fixed glossing mode is significantly better than the multiple-choice mode;3) the timing and the type of the post-test are moderator variables of the effect of textual glosses on L2 vocabulary acquisition.
作者
张超
马蓉
ZHANG Chao;MA Rong
出处
《外语与外语教学》
CSSCI
北大核心
2021年第4期79-91,149,150,共15页
Foreign Languages and Their Teaching
基金
国家社科基金项目“非英语专业大学生通用学术词表创建与应用研究”(项目编号:18BYY107)
“我国大学生英语课堂学习投入多维评价及动态监测机制研究”(项目编号:19BYY217)的阶段性成果。
关键词
文本注释类型
二语词汇习得
元分析
types of textual glosses
L2 vocabulary acquisition
meta-analysis
