毕业论文关键词：词汇附带习得；词汇标注；字形和字义

Contents

1. Introduction 1

1.1 Background of the Research . 

1.2 Significance of the Present Study 1

2. Literature Review 2

2.1 The Definition of Gloss 2

2.2 The Definition of Incidental Vocabulary Acquisition…… 2

2.3 The preconditions of incidental vocabulary learning through reading.…… 2

      3. Research Design 4

              3.1 Research Subjects 4

3.2 Research Questions …… 4

3.3 Participant … 4

3.4 Research Instruments 4

  3.4.1 Reading Text and Target Words 4

  3.4.2 Revised Text 4

  3.4.3 Test Instrument 4

         3.4.3.1 Pre-test 4

         3.4.3.2 Immediate Post-tests 4

         3.4.3.2.1 Post-test One Form Recognition 4             3.3.3.2.2 Post-test One Meaning Recognition

         3.4.3.3 Delayed Post-test 5

3.5 Research Procedure 5

          4. Results and Discussion 6

              4.1 Data collection and Analysis 6

                 4.1.1 The results of Immediate Vocabulary Tests 6

                 4.1.2 The results of Delayed Test 6

              4.2 Discussion 8

         5. Conclusion 10

References 12

1. 1Background of the Research 

  Vocabulary learning is an essential part of language learning. Learning words can be considered to be the most important aspect of second language acquisition (Knight, 1994). Candlin (1988) stated that the study of vocabulary is at the heart of language teaching in terms of organization of syllabuses, the evaluation of learner performance, and the provision of learning resources. Maiguashca (1993) said that vocabulary is “perhaps the fastest growing area of second language education in terms of research output and publication.” 

 As Coady (1997) and Hulstijn, Hollander and Greidanus (1996), Hunt and Beglar (1998) identified there were three approaches to enhance vocabulary learning, namely, incidental learning, explicit instruction, and independent strategy development. Among the three, incidental vocabulary acquisition was considered as an essential part of L2 vocabulary acquisition. It is believed that without direct intentional instructions from teachers, students are able to absorb meaning of new words subconsciously while they were reading, even though they themselves are not aware of this process.