Effect of Different Glosses On Incidental Vocabulary Acquisition through Reading For Grade Nine

Abstract Vocabulary is the essential element of language and plays a fundamental role in all language activities. And one main approach to facilitate vocabulary acquisition is extensive reading, during which gloss,serving as a way to enhance input in reading, can to some extent improve the efficiency of incidental vocabulary acquisition. 52879

In recent years, many scholars at home and abroad have conducted researches into glossing languages, glossing ways, and glossing position,including semantic aspect and phonological part of words. Researchers at home and aboard mainly conduct the research concerning L1 and L2 glosses, single and multiple-choice glosses, task involvement load and so on. However, the phonological gloss indicator of predicting the recognition and reading ability in terms of L1 and L2, has been paid little attention to. Therefore, in order to provide more ideas about effective vocabulary acquisition for English learners. This study is to explore different glossing forms (Chinese gloss, English gloss, Chinese plus phonological gloss and English plus phonological gloss) which produce different results to the incidental vocabulary learning and to find out what is beneficial to learn unknown words during reading learning. 

This study investigated the effects of different gloss on the immediate and delayed vocabulary retention among four groups in Grade Nine in Greenland Junior high school. An experimental reading task with four different forms and combination of gloss was created while two immediate form and meaning recognition tests and one delayed meaning recognition test were provided. The results suggest that four gloss methods( Chinese gloss, English gloss, Chinese plus phonological gloss and English plus phonological gloss) used in the experimental conditions have different impacts on the immediate intake of forms and meanings. L1-gloss and L2-gloss have no difference in either immediate or delayed tests. However, Chinese plus phonological gloss and English plus phonological gloss foster vocabulary acquisition in forms and meanings. And in term of form acquisition of immediate test, L1 plus perform better than  

l1plus, while remain almost the same during the delayed test. As for meaning recognition, L1 plus also boost more compared to L2, especially in delayed meaning recognition. 

The studies provides useful methods in improving vocabulary teaching as well as compilation of textbooks. It’ s not necessary to apply only a certain kind of gloss but try to equip students with boarder learning styles, which may lead considerable word gains in both meaning and forms.

Keywords: vocabulary acquisition; word glossing; forms and meaning;

词汇注释方式对初三学生阅读中词汇附带习得效果的影响

摘要词汇是语言的基本组成并且在语言活动中充当重要的角色。而大量的阅读是促进词汇附带习得的重要方法。而词汇标释方法在某种程度上会影响附带词汇习得效果。

近年，很多国内外学者都对注释方式进行研究，其中包括注释位置，还有单词语音和语义.然而对于目标语言的音标注释对词汇附带习得的效果却很少有人研究。尽管一位来自河南师范大学的学者李想做了有关音标注释对词汇附带习得效果研究，她只是将中文注释，英标注释，中文音标注释这三者进行对比，忽略了英文解释与音标相结合对附带词汇习得的效果。因此，为了给英文学习者提供更多的方法，我们通过对比中文注释，英文注释，中文音标注释和英文音标注释这四种注释方法，找到阅读中促进新词掌握的方法。

该项研究通过对九年级学生的调查，表明四种注释方式的效果不一样，英语注释和中文注释对词汇附带习得的作用并不大，不管是及时测验还是延迟测试。然而中文音标和英文音标则效果明显。而从词形上来看，中文音标注释效果比英文音标要好，再延迟测试中没什么区别，中文音标在词义掌握方面也比英文音标要好，尤其在延迟测试中。此项研究可以为日后词汇教学以及书籍编写提供参考。以促进学生能够更好的掌握生词的形和义。                        词汇注释方式对初三学生阅读中词汇附带习得效果的影响:http://www.youerw.com/yingyu/lunwen_56925.html