The Effects Of Different Modes Of Hypermedia Vocabulary Annotation On Senior High School Students’ Vocabulary Acquisition Through Reading

Vocabulary is the basis of learning English,thus vocabulary teaching plays an important role in English teaching.The rapid development of modern educational technology makes it a popular trend to assist and improve vocabulary teaching and learning using hypermedia ways.Generally,the effectiveness of hypermedia annotation over single text form has been proved by most previous studies.Current study is aimed to investigate the different effects of two modes of hypermedia annotation on subjects’short-term memory as well as long-term memory by comparing the academic performances of two groups in immediate posttest and delayed posttest.This study takes 103 senior high school students coming from two nature classes of grade two of the XinJiang Uygur Autonomous Region as research subjects and the period for experiment is three months.The two groups of subjects respectively read passages which includes 12 unknown target words,and single picture and picture plus video were employed as two modes of hypermedia annotation.There are 3 nouns,3 verbs,3 adjectives and 3 adverbs involved in target words.Before the experiment,Vocabulary Knowledge Scale was employed to ensure that the two groups were homogeneous on the mastery of target words.After subjects read the passages and learned the target words using different modes of hypermedia annotation,immediate posttest was arranged for all the subjects at class,which includes five dimensions of vocabulary mastery:Chinese meaning,English matching,blank filling,part of speech and spelling.By the end of semester,delayed posttest was taken to all the subjects without telling them beforehand.This study tries to investigate the following three research questions:(1)What are the two modes of hypermedia vocabulary annotation’s effects on senior high school students’ vocabulary acquisition through reading in immediate posttest?(2)In delayed posttest,what are the two modes of hypermedia vocabulary annotation’s effects on senior high school students’ vocabulary acquisition through reading?(3)What are hypermedia annotation’s advantages and disadvantages?After analyzing subjects’academic performances in tests and interview,the results are as follow:(1)In immediate posttest,group 2 with picture and video as hypermedia annotation outperformed in English matching and blank filling(P=0.036,p=0.024).Besides,there are absolute significant differences between all subjects’ spelling results and Chinese meaning results as well as between spelling and blank filling.;(2)In delayed posttest,group 2 performed more successfully in Chinese meaning,English matching and blank filling.(P=0.018.P=0.038.P=0.004).And there are absolute significant differences exist between subjects’ spelling results and Chinese meaning results.(3)Most interviewees hold the view that hypermedia annotation can attract their attention,arise their interest and they acquire target words in a more meaningful and vivid way through reading,but advantages also exist such as involving excessive information,distract learners from the gist of reading passage and devices are not popularized yet.