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1、詞匯是語(yǔ)言的核心。大量研究表明學(xué)習(xí)者在閱讀過(guò)程中能附帶習(xí)得一定量的詞匯。但此方面研究多集中在L1、L2注釋對(duì)詞匯附帶習(xí)得效果的影響。針對(duì)例句注釋對(duì)詞匯附帶習(xí)得效果影響的研究較少，而將例句注釋與L1、L2注釋相結(jié)合的研究規(guī)模較小，有待展開(kāi)。
鑒于此，本研究以“可理解輸入假設(shè)”、“加工層次理論”及“投入量假設(shè)”為理論依據(jù)來(lái)考察注釋方式對(duì)閱讀中二語(yǔ)詞匯附帶習(xí)得效果的影響。試圖回答：四種不同詞義注釋方式（L1譯詞注釋、L2釋義注釋、L
2、1譯詞+L2例句注釋、L2釋義+L2例句注釋）是否都能顯著促進(jìn)被試詞義理解和目標(biāo)詞造句能力；哪種注釋方式對(duì)詞匯附帶習(xí)得更為有效。研究對(duì)象為明德學(xué)院120名非英語(yǔ)專業(yè)大二學(xué)生。被試分為四組，分別閱讀含有10個(gè)目標(biāo)詞的同一篇文章，每組的注釋方式不同：L1譯詞注釋、L2釋義注釋、L1譯詞+L2例句注釋、L2釋義+L2例句注釋。本實(shí)驗(yàn)包括三項(xiàng)測(cè)試，為時(shí)五周。第一周對(duì)受試進(jìn)行目標(biāo)詞前測(cè)。第三周受試閱讀完成后，立即對(duì)其進(jìn)行即時(shí)測(cè)試。第五周對(duì)受試進(jìn)行
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