A Study On The Influence Of Annotation On Incidental Acquisition Of English Vocabulary For Junior Middle School Students

Vocabulary,is defined as one of the most basic language system which is the most basic significance of the value of the unit,it is the brick of language learning,.Domestic junior middle school students mostly to memorize and recite vocabulary consciously under their teacher’s requirement.Incidental vocabulary acquisition refers to the fact that learners focus on the information conveyed by the language by reading a large number of language materials,instead of memorizing the words,but incidentally acquire the words.First-line teachers.Some studies indicate that Chinese annotations have a better effect on incidental vocabulary acquisition than annotations in other languages,and some studies indicate that mixed Chinese and English annotations have a better effect.Some studies have concluded through experiments that the position of lexical annotations has little influence on incidental vocabulary acquisition in reading comprehension.However,some studies suggest that multiple Chinese annotations after new words have the best effect on incidental vocabulary acquisition in reading comprehension.Researchers who is native language learners and the foreign language learners has shown that the type of annotation play an important role on the incidental vocabulary acquisition through reading,but according to the study findings so far,there is no firm conclusion that the Influence of Annotation on Incidental Acquisition of English Vocabulary has yet been reached.This study adopts the experimental research method,with the "Attention hypothesis" “ Input size hypothesis" and “Deep processing theory” as the theoretical support.In this experiment,100 students with equal vocabulary level in the third grade of a middle school in the west area of Shan Dong Province,they were selected as the research object.We studied: Can annotation promote instant and delayed incidental acquisition of vocabulary in junior middle school students’ English reading comprehension? How do language annotation methods(Chinese annotation and English annotation)affect the immediate and delayed incidental acquisition of vocabulary in junior middle school students’ English reading comprehension? How does the position of language annotation(annotation in the text and annotation after the text)affect the immediate and delayed incidental acquisition of vocabulary in junior middle school students’ English reading comprehension? The 100 students were divided into 5 groups with 20 students in each group: Group 1 was the Chinese annotation group,Group 2 was the Chinese and English annotation group,Group 3 was the Chinese annotation group after the chapter,Group 4 was the English annotation group after the chapter,and Group 5 was the non-annotation group.The above students completed the reading comprehension task within a limited time.After that,the researchers collected the reading comprehension materials and distributed the vocabulary lists to begin the vocabulary proficiency test.The English teacher of the students is the same,the teaching content and teaching methods are the same,and the students of the two classes do not exclude vocabulary learning.Before the beginning of the experiment,100 subjects were tested on their vocabulary level using the Nation(2007)VST tool.The test results showed that 98 students’ vocabulary level reached more than 2000 words.Then,the students in the two classes were divided into five groups in accordance with the previous order.They were given the immediate vocabulary test and the delayed vocabulary test with the above five different annotation methods in the reading materials.Finally,SPSS20.0 software is used to compare and analyze the data after the study,and the experimental results show that both the annotation language and annotation position can better promote incidental vocabulary acquisition,especially the annotation position has different effects on incidental vocabulary acquisition.In vocabulary teaching,this has an important impact for junior middle school English teachers to provide the annotation position conducive on vocabulary learning.