A Study On The Effects Of Multimedia Annotation Forms And Presentation Locations On Senior Middle School Students’ Incidental Vocabulary Learning In English Reading

Incidental Vocabulary learning as a subject in English teaching has got the attention of domestic and foreignexperts and scholars. Annotation was widely recognized as an effective means to promote incidental vocabularylearning. In recent years, with the development of Internet technology and the popularity of multimedia teaching,multimedia annotation as a new means of annotation on incidental vocabulary learning has arisen much attention.A large number of previous studies focused on incidental vocabulary learning aspects in a multimediaenvironment by a single method or combination of text, images, sound, video. However, the studies of differentlocations of multimedia annotation on incidental vocabulary learning are relatively weak. This study based onSchmidt’ Noticing theory and Mayer’s Generative theory attempted to investigate the location and forms(pictures) of multimedia presentation on incidental vocabulary learning.The study was composed of six parts. Part One was the introduction mainly illustrated the significance andorganization of the study. Part Two was literature Review which listed the main researches about the studyabroad and at home. Part Three was the theoretical framework of this study.Part Four was the research design including research questions, subjects, instruments and research methods.About the study, two research questions were put forward as follows:(1) Is there any difference between textannotations and text annotations alone with pictures in multimedia environment on incidental vocabularylearning?(2) What type of text annotation presentation location (after the glossed word, in a pop-up window, inthe margin and at the bottom) coupled with multimedia pictures annotation is more effective on IncidentalVocabulary Learning in immediate and retention vocabulary test? The subjects in this study were80studentsfrom NO.1Senior Middle School of Binzhou. They were divided into five groups at random, and they were toldto read reading texts at the same time. The difference among the five groups was that the first group (ControlGroup) read the reading text with only text glosses, and the other four groups (Experiment Group) were withdifferent text annotation presentation locations(after the glossed word, in pop-window, in the margin, at thebottom) along with multimedia pictures annotation. After finishing the reading, they were tested by immediatevocabulary test and delayed vocabulary test and a interview.Part Five was data analysis and discussion, SPSS17.0for windows was employed for Paired-Sample T Testin the immediate and delayed vocabulary test. Part Six was the conclusion, suggestion and limitation of the study,and made a discussion about the study results on the basis of the theoretical framework. The conclusions werethat:(1) Subjects with text annotation plus multimedia pictures annotation did much better than those with text annotation only on incidental vocabulary in the immediate vocabulary and delayed vocabulary learning;(2)Under the same condition of multimedia picture annotation, the presentation locations of the text annotationcould also have an effect on incidental vocabulary learning in the immediate and delayed vocabulary test, afterthe glossed word annotation was the best, then pop-up window annotation, then bottom annotation and marginalannotation was the last.In a word, the conclusions of this study put forward some suggestions for English vocabulary teaching.However, because of the ability of the researcher and the disadvantages of the research itself, the research resultshave some limitations practically.