Academic journal article Kuram ve Uygulamada Egitim Bilimleri

Computer Multimedia Aided Word Annotation for Incidental Vocabulary Acquisition in English Reading

Academic journal article Kuram ve Uygulamada Egitim Bilimleri

Computer Multimedia Aided Word Annotation for Incidental Vocabulary Acquisition in English Reading

Article excerpt

As the national education institutions are highly internationalized, the English teaching occupies a more important position at all ages. A surge of computer multimedia technologies makes the diversified English learning modes emerge. Among them, the learning mode in the word annotation forms plays an important role in improving students' reading comprehension vocabulary in English learning process. Why many English vocabulary learning modes appear is attributed to the fact that English vocabulary lays a foundation for listening, speaking, reading and writing skills, and also serves as an important part irreplaceable in foreign language education. By far, the English vocabulary annotation generated by computer multimedia aided technologies has exerted a great effect on the incidental vocabulary acquisition in reading comprehension at home and abroad (Paek, Hoffman & Saravanos, 2016).

The study of the incidental vocabulary acquisition in reading comprehension at home and abroad mainly include the following three arguments: First, the memory effect of re-learning new words that appear in the material after reading comprehension is far better than that of single task of completing reading comprehension. For the former, the learning mode is good at the incidental vocabulary acquisition; second, the multi-selective annotations have a better learning effect on incidental vocabulary acquisition. An annotated environment in the case of multiple annotations in a specific reading material allows a better reading effect than the unannotated environment; third, Chinese students will get different effects on the vocabulary learning in reading comprehension in the cases of the Chinese and English annotations. In the instant test, it is observed that the former is better than the latter, but just the other way in the time delay test. Most of study objects mentioned above are students in universities, who hold different positioning of vocabulary learning effect on the reading comprehension with Chinese and English annotations. The mode only involves the presence or absence of annotation.

Subsequently, this paper builds a rich test combination available from different arrangements of single, multiple annotated and unannotated formats for Chinese and English languages. Here take middle school students as test objects, who are tested for the vocabularies and depth knowledge scales. The test results are analyzed by SPSS software. It turns out that the memory effect of multiple Chinese annotations in reading comprehension are at best, basically adapting to the laws and methods of vocabulary learning of middle school students. It is hoped that this study will provide some help and technical support for all English learners (Esmond, 2017).

Incidental vocabulary acquisition and theoretical study

Incidental vocabulary acquisition and influence factors

The concept of incidental vocabulary acquisition was proposed by Nagy, Herman and Anderson in the study of children's native language learning modes. Studies have shown that children's language is unintentionally acquired from various meaningful activities, as a by-product of children's cognitive activities. Incidental vocabulary acquisition corresponds to intentional learning characterized by the learner's focus on vocabulary learning, as an inevitable result produced by conscious behavior (Tang & Treffersdaller., 2016).

Incidental vocabulary acquisition in the specific reading comprehension is to translate the content into the semantic information as main focus. In the process of reading comprehension, the vocabulary acquisition is an attached product of semantic learning. It does not regard vocabulary learning as the cognition subject. Therefore, in the study of incidental vocabulary acquisition, there are some influence factors including vocabulary size, ability of guessing words, reading materials and tasks, which interact with each other, as shown in Fig 1. …

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