摘要
本文研究在多媒体环境下4种不同注释形式,即汉语、英语、汉语+图画以及英语+图画,对中国学生词汇附带学习的影响。结果发现:除即时测试的填空任务外,汉语注释比英语注释更能促进词汇附带学习;文字和图画组合注释比只有文字的注释更有利于词汇附带学习;在4种注释中,汉语+图画的组合注释对词汇附带学习最有效;英语水平较高者利用注释附带学习词汇效果以及保持单词记忆均要显著好于英语水平较低者。
This study investigates the effects of four different types of annotations, namely Chinese （ L1 ） text only, English （L2） text only, Chinese text plus picture and English text plus picture, on Chinese college students＇ incidental vocabulary learning in a multimedia environment. The results indicate that, as far as incidental learning is concerned, annotations with pictures are more effective than annotations without pictures, Chinese annotations are more effective than English annotations （ except in blank-falling task in immediate test）, and L1 plus picture annotations are the most effective. Besides, the subjects with higher English proficiency perform significantly better than those with lower proficiency for the two tasks, and the retention of the new words of the former is also significantly better than that of the latter.
出处
《解放军外国语学院学报》
CSSCI
北大核心
2009年第1期44-49,共6页
Journal of PLA University of Foreign Languages
关键词
多媒体环境
注释
词汇附带学习
multimedia environment
annotation
incidental vocabulary learning
