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The Effects Of Different Annotation Types On Senior High School Students' English Reading Comprehension And Incidental Vocabulary Acquisition

Posted on:2017-08-25Degree:MasterType:Thesis
Country:ChinaCandidate:W XuFull Text:PDF
GTID:2347330488970865Subject:Education
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Vocabulary is the key to learn a foreign language, and there are many ways to learn vocabulary, and it isrecognized that incidental vocabulary acquisition is a vital way to acquire a great deal of vocabulary. While in the process of reading, the common problem readers have is that they are not able to understand the content of passage thoroughly because of the appearance of unknown words. Vocabulary annotation is recognized as an efficient means for readers to comprehend reading materials better, and it is also of great significance for incidental vocabulary acquisition during English reading.This paper aims to investigate the effects of different types of annotation on senior high school students' reading comprehension and incidental vocabulary acquisition, and there are four types of annotation in this paper: marginal annotation in Chinese, bottom annotation in Chinese, marginal annotation in English, and bottom annotation in English. The subjects include 65 students and 10 teachers, the students are grade two students in an advanced class from a county senior high school in Shaanxi province,and they are divided into 5groups randomly according to the number of their students ID, and each group has 13 students, and the teachers are also from this senior high school. The instruments used in this paper were: vocabulary level test designed by Nation in 1990, the vocabulary knowledge scale put forward by Wesche and Paribakht(1996), comprehension test was obtained from the exercise-book matched to the textbook, and the questionnaire designed by Ying-Hsueh. The students were required to finish reading a text and then take classroom testing, including reading comprehension test and immediate vocabulary test. After one week, they were asked to do the delayed vocabulary test. What's more, the author asked the teachers and students to answer the questionnaires to investigate their attitudes towards vocabulary annotation in reading texts.The results of this research indicates that(1) the groups with annotation outperformed the no annotation group.The difference between no annotation group and marginal annotation in Chinese group is the most significant, and marginal annotation in Chinese benefits reading comprehension more than the other fours types of annotation, the effects of English annotation is a little bit inferior compared with Chinese annotations;(2)vocabulary annotation has an evident effect on incidental vocabulary acquisition, and the effect of no annotation is the worst, while Chinese annotation has better effects than English annotation, and when providing the annotation in the same language, the marginal annotation is a little better than the bottom annotation for incidental vocabulary acquisition during reading. As the result of delayed vocabulary test shows that the annotated groups still exceeded the no annotation group although the vocabulary retention is on a declining curve as time goes by, and the sequence of the vocabulary retention in the groups with annotation from the best to the worst is: marginal annotation in Chinese, bottom annotation in Chinese, marginal annotation in English, and bottom annotation in English;(3) the results of the questionnaires and interviews indicated that most students and teachers thought highly of vocabulary annotation, they thought it was necessary to present annotation during reading, and the students chose the Chinese annotation as their preference for the most part,however, the teachers proposed that proving English annotation or the annotation with both English and Chinese would improve the students' comprehensive ability of English.
Keywords/Search Tags:vocabulary annotation, incidental vocabulary, reading comprehension
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