An Empirical Study On The Effects Of Different Annotation Forms Upon Senior High School Students' Incidental Vocabulary Acquisition

Incidental Vocabulary Acquisition(IVA),as an effective means of vocabulary acquisition,is drawing more and more attention of researchers and English teachers.However,the effect is not so satisfactory,and scholars still have some arguments on this vocabulary remembering method.To handle this problem well,and to check whether this method is effective,annotation is widely recognized as an effective way to promote IVA.In recent years,with the development of Internet and the spread of various reading genres,scholars have paid much attention to different annotation forms in reading,so as to check which annotation form is more effective in IVA.The former research mainly focus on the comparative study between the effect of single annotation and multimedia annotations;the comparative study between the effect of one language annotation and two languages annotations;the study of the effect of text annotation,sound annotation,picture annotation and the combined annotation of the above annotation forms;the study of learners' habits in checking into the annotation forms on IVA in a multimedia environment,etc.At the same time,there are some researches indicating that multimedia annotation with text and picture has the best effect on IVA,however,there are still not so many studies about the incidental vocabulary acquisition by different annotation forms.Therefore,there are still some spaces on it worth studying.Besides,most of the former studies took the college students as the experimental participants,and rarely took the sen ior high school students as the experimental participants.Thus,this study is based on the Noticing Hypothesis,Comprehensible Input Hypothesis and Information Processing Theory,and this study will take senior high school students as the experimental participants,try to find out and discuss the effect of different annotation forms in incidental vocabulary acquisition upon senior high school students.The specific research questions are as follows:1.Are the different annotation forms(Chinese annotation,English annotation,Chinese and English annotation)effective upon senior high school students' incidental vocabulary acquisition? Why?2.Which annotation form(Chinese annotation,English annotation,Chinese and English annotation)has the best effect on senior high school students' incidental vocabulary acquisition retention? Why?This experiment will choose 150 students from 3 classes,in each class,there are averagely 50 students,and they are all the participants.They are all from Dongjiang Middle School,Heyuan city.They are Chinese annotation group,English annotation group,Chinese and English annotation group.There will be different vocabulary teaching processes in different class for seven weeks,in the fourth week,these three groups will read the same reading material,and there are ten target words in the reading material.There are annotations behind each target word,the differences between them are the annotation forms.To have a deep understanding of their mastering situations of the ten target words,they need to take the immediate vocabulary test and the delay vocabulary test as well as the interview according to the experimental arrangement.Finally I will use the SPSS statistic software to analyze the data by the means of one-way ANOVA.The conclusions are:Under the situation of reading the same reading material,the different annotation forms towards the same target word will have different effects in incidental vocabulary acquisition.To be specific:1.In the immediate vocabulary test,the Chinese annotation form is most effective to promote senior high school students' incidental vocabulary acquisition,next is the Chinese and English annotation form,the last one is English annotation form.2.In the delayed vocabulary test,the Chinese and English annotation form is most effective to the retention of vocabulary,next is the Chinese annotation form,the last one is English annotation form.Based on the above research findings,this study has some advice and implements for teachers in vocabulary teaching.Besides,this study has some suggestions for presses and editors of English books.In addition,it can help and guide as well as develop ing the rate of using the translation software.