三． 研究目的及意义：

The present study is aimed to explore the effect of different dimensional gloss on vocabulary acquisition and reading comprehension. Through the exploration, we hope to get a better understanding of the effects that those different gloss information including L1 definition, phonetic  symbol,  have brought on vocabulary acquisition and reading comprehension. 

Practically, the study attempts to find the most proper gloss condition to facilitate vocabulary acquisition and reading comprehension. Correspondingly, the suggestions about the glossing condition would be quite valuable to textbook writers or publishers of other reading materials. 

Readers who carry a purpose to enlarge their vocabulary through reading would benefit from the reading material provided with sufficient glossing information. At the same time, those EFL learners as well as teachers may also harvest some suggestions in finding a more effective learning or teaching method. 

四．主要内容（提纲）：

1. Introduction

1.1 Research Background

1.1.1 The features of vocabulary 

1.2 Significance of the Present Research

1.3 Research Objective and Thesis Overview

1.3.1 Research Objective

1.3.2 Thesis Overview

2. Literature Review

2.1 vocabulary Teaching in China

2.2 Importance of Glosses to facilitate vocabulary acquisition . 

2.3 The Ways to Facilitate acquisition 

2.3.1 effect of different glosses on incidental vocabulary.

2.3.2Different Gloss Information on L2 Vocabulary Acquisition 

3. Application of English gloss plus phonological gloss

3.1 Experiment Design

3.2 Experimental and Control Classes

3.3 results 　　

3.4 discussion 

4. Conclusion

五．课题进度安排：

2016年1月上旬，提交开题报告。

2016年1月上旬，参加开题答辩。

2016年4月下旬，完成毕业论文初稿（电子稿）。

2016年4月下旬，完成毕业论文终稿（纸质稿）。

2016年5月上旬，参加毕业论文答辩。

六．参考文献目录：

Chen, H. Investigating the effects of L1 and L2 glosses on foreign language reading comprehension and vocabulary  retention.  Paper  presented  at  the  annual  meeting  of  the  Computer-Assisted  Language Instruction Consortium, Davis, CA, 2002. 

Laufer, B. How much lexis is necessary for reading comprehension? In P. Arnaud and H. Bejoint (Eds.). Vocabulary and Applied Linguistics, 1992: 189-197. 

Han, Y. Q. [韩玉强]，2012，英语学习者心理词库建构中的形音义关系与词汇学习. 徐州师范大学学报 38(4)：72-76。 

Hamada M. & Koda, K. (2010). The role of phonological decoding in second language word-meaning inference. Applied Linguistics, 31(4), 513–531. 

李向丽. 不同注释方式对大学生阅读中词汇附带习得的作用研究[D]. 河北师范大学, 2015.

李琳. 输入假设理论下：词汇注释方式对阅读中词汇附带习得效果的影响[D]. 西北民族大学, 2012.

王娜娜. 不同注释信息对二语词汇习得及阅读理解的影响[D]. 江南大学, 2013.