不同形式的计算机辅助注释对高中生词汇附带习得影响的实验研究
发布时间：2020-10-26 04:47
阅读和词汇附带之习得间的关系一直是广为关注的研究热点。随着计算机与多媒体技术的发展与普及,近些年来已经有不少的研究者对计算机辅助注释对词汇附带习得的影响产生了浓厚的兴趣(例如ChunPlass,1996;Lomical,1998;AlSeghater,2001;Taylor,2006;Yoshii,2006;ZhalehMohammadFiroozMostafa,2014)。然而,国内这一方面的研究尚少,而国外对于哪一种形式的注释对词汇附带习得效果更好,也存在较大的差异。另外,以往的研究多选取成人(大学生)学习者作为研究对象,而对高中生的研究较少,但实际上,词汇的习得对高中生来讲也是异常重要。本选题基于梅耶的多媒体学习生成理论和派维奥的双元理论,探究计算机辅助注释对高中生附带词汇的效果。85名高二学生作为受试参加了本次实验。根据阅读材料中注释方式的不同,受试被分成四组,即中文+图片注释组、英文+图片注释组、中文注释和英文注释组。经过对即时测试与延时测试的分析,本论文主要有三点重要发现:首先,图片加文字(中文或者英文)注释的确比单个的文字注释习得效果更好;其次,本实验既没发现两个组合注释的习得情况存在显著差异,也没发现中文与英文注释有显著差异。最后,通过对比即时词汇测试与延后词汇测试,可以从数据中看出英文注释的保留效果最好。该研究结果丰富了目前正受到广泛关注的计算机辅助注释在中国的研究,同时,启发了英语教师和多媒体语言学习软件开发设计者该如何利用可行且有效的教学策略以及电子计算机的特点来优化网络阅读环以提高词汇习得。
【学位单位】：广州大学
【学位级别】：硕士
【学位年份】：2017
【中图分类】：G633.41
【文章目录】：
Acknowledgements
Abstract
摘要
List of Abbreviation
Chapter One Introduction
1.1 Research Background
1.2 Research Objectives
1.3 Research Significance
1.4 Organization of the thesis
Chapter Two Literature Review
2.1 Relevant Concept
2.1.1 The definition of incidental vocabulary learning
2.1.2 The definition of gloss
2.2 Previous researches on glosses to IVL
2.2.1 Previous researches on glosses to IVL abroad
2.2.2 Previous researches on glosses to IVL at home
2.3 Previous researches on computer-assisted glosses to IVL
2.3.1 Previous researches on computer-assisted glosses to IVL abroad
2.3.2 Previous researches on computer-assisted glosses to IVL at home
2.4 Unresolved Problems in previous researches
Chapter Three Theoretical Framework
3.1 Paivio's Dual-coding theory
3.1.1 Verbal and Non-verbal systems in Dual-Coding Theory
3.1.2 The relationship between glossing and the two systems
3.2 Mayer’s Cognitive Theory of Multimedia Learning
3.2.1 Dual channels of Mayer’s Cognitive Theory of Multimedia Learning
3.2.2 The relationship between glossing and the dual channels
3.3.The application of the theories in this study
Chapter Four Research Methodology
4.1 Research questions
4.2 Participants
4.3 Materials
4.3.1 How the proper computerized reading material was selected
4.3.2 How the target words were annotated
4.4 Instruments
4.4.1 Tests
4.4.2 questionnaires
4.4.3 Interviews
4.5 Procedure
4.6 Data Collection
Chapter Five Results and Discussion
5.1 Results of the tests
5.1.1 Results of pre-test
5.1.2 Results of immediate-test
5.1.3 Results of delayed posttest
5.1.4 Results of the comparison between the immediate vocabulary posttestand the delayed vocabulary posttest
5.2 Results of the Questionnaire
5.3 Results of the interviews
5.4 Discussion
5.4.1 Effects of the computer-assisted glosses on incidental vocabular yacquisition
5.4.2 Effects of the computer-assisted glosses on word retention
5.5 Summary
Chapter Six Conclusions
6.1 Major Findings
6.2 Implications
6.3 Limitations
6.4 Suggestions for future study
References
Appendix I
Appendix II Vocabulary Novelty test
Appendix Ⅲ The reading material and the target words
Appendix Ⅳ Reading comprehension test
Appendix V Annotations
Appendix VI Immediate Post-test
Appendix VII Delayed Post-test
Appendix VIII Questionnaires
【参考文献】
本文编号：2856514
【学位单位】：广州大学
【学位级别】：硕士
【学位年份】：2017
【中图分类】：G633.41
【文章目录】：
Acknowledgements
Abstract
摘要
List of Abbreviation
Chapter One Introduction
1.1 Research Background
1.2 Research Objectives
1.3 Research Significance
1.4 Organization of the thesis
Chapter Two Literature Review
2.1 Relevant Concept
2.1.1 The definition of incidental vocabulary learning
2.1.2 The definition of gloss
2.2 Previous researches on glosses to IVL
2.2.1 Previous researches on glosses to IVL abroad
2.2.2 Previous researches on glosses to IVL at home
2.3 Previous researches on computer-assisted glosses to IVL
2.3.1 Previous researches on computer-assisted glosses to IVL abroad
2.3.2 Previous researches on computer-assisted glosses to IVL at home
2.4 Unresolved Problems in previous researches
Chapter Three Theoretical Framework
3.1 Paivio's Dual-coding theory
3.1.1 Verbal and Non-verbal systems in Dual-Coding Theory
3.1.2 The relationship between glossing and the two systems
3.2 Mayer’s Cognitive Theory of Multimedia Learning
3.2.1 Dual channels of Mayer’s Cognitive Theory of Multimedia Learning
3.2.2 The relationship between glossing and the dual channels
3.3.The application of the theories in this study
Chapter Four Research Methodology
4.1 Research questions
4.2 Participants
4.3 Materials
4.3.1 How the proper computerized reading material was selected
4.3.2 How the target words were annotated
4.4 Instruments
4.4.1 Tests
4.4.2 questionnaires
4.4.3 Interviews
4.5 Procedure
4.6 Data Collection
Chapter Five Results and Discussion
5.1 Results of the tests
5.1.1 Results of pre-test
5.1.2 Results of immediate-test
5.1.3 Results of delayed posttest
5.1.4 Results of the comparison between the immediate vocabulary posttestand the delayed vocabulary posttest
5.2 Results of the Questionnaire
5.3 Results of the interviews
5.4 Discussion
5.4.1 Effects of the computer-assisted glosses on incidental vocabular yacquisition
5.4.2 Effects of the computer-assisted glosses on word retention
5.5 Summary
Chapter Six Conclusions
6.1 Major Findings
6.2 Implications
6.3 Limitations
6.4 Suggestions for future study
References
Appendix I
Appendix II Vocabulary Novelty test
Appendix Ⅲ The reading material and the target words
Appendix Ⅳ Reading comprehension test
Appendix V Annotations
Appendix VI Immediate Post-test
Appendix VII Delayed Post-test
Appendix VIII Questionnaires
【参考文献】
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