The Effects Of Different Multimedia Annotation Types On Incidental Vocabulary Learning Through Reading

Vocabulary learning is an important part of second language acquisition. Hunt&Beglar (1998) point out three methods to promote vocabulary learning:explicit instruction, incidental learning and independent strategy development, among which incidental vocabulary learning is considered as the most effective way to enlarge vocabulary. Many studies demonstrate extensive reading can enhance incidental vocabulary learning, but students can only learn very limited vocabulary by free reading. In order to make up this shortcoming, many scholars suggest that adding annotations in reading material can enhance incidental vocabulary learning effectively. In recent years, with the development of computer-assisted language learning, some researchers have shifted their attention to multimedia annotations which means annotations can be added picture, video and sound in order to make annotations more diversified and pictorial.However, most studies on multimedia annotations are conducted in foreign countries and there are few studies on multimedia annotations in our country, especially for non-English-major students with lower English proficiency. In addition, it is necessary to further compare the effectiveness between L1and L2annotations because which kind of annotation is more effective is still inconclusive. Furthermore, the empirical studies on combination of L1or L2with non-verbal information are very few in China. Based on these studies gaps, this thesis attempts to investigate the effects of four different types of annotations (Chinese, English, Chinese plus picture and English plus picture) on Chinese college learners’incidental vocabulary learning in the multimedia environment. The theoretical foundation of this thesis concludes dual-coding theory, cognitive theory of multimedia learning, bilingual lexicon and information processing system. Qualitative research method and quantitative research method are adopted in this paper. The author chooses eighty-nine non-English major freshmen from Taiyuan University of Technology as the subjects of this study in which the multimedia technology is applied to computerize the reading material about590words with10target words attached four different multimedia annotations. Through the SPSS17.0statistical analysis, the paper shows:(1) in the aspect of language factor, Chinese annotation is more effective than English annotation;(2) in the aspect of picture factor, annotation with picture performs better than pure text annotation in promoting incidental vocabulary learning, and annotation with picture produces a better effect on the retention;(3) with respect to interaction of language and picture factors, the most effective multimedia annotation is Chinese plus picture annotation among these four groups;(4) Chinese plus picture annotation is more effective than Chinese annotation, English plus picture annotation and English annotation in sequence whether in short-term memory or in long-term memory. Based on the results of this study, some teaching suggestions are proposed in order to facilitate incidental vocabulary learning, especially for non-English major students with lower English proficiency.This thesis is composed of five chapters. Chapter one includes the background, relevant definition, purpose, significance and whole structure. Chapter two generalizes previous related researches at home and abroad. Chapter three describes the specific experiment design which includes research questions, subjects, materials and target words. Chapter four analyzes the collected data and discusses the results of this research. Chapter five draws a conclusion of major findings and provides some advices for English teachers, learners and material designers.