Bejoint (Eds.), Vocabulary and Applied Linguistics, London: Macmillan, 113-125. Retention of inferred and given word meanings: Experiments in incidental vocabulary learning. Cambridge: Cambridge University Press, 98-122. (Eds.), Second Language Vocabulary Acquisition. Reading and vocabulary development in a second language: a case study. C.Richards and W.A.Renandya (Eds.), Methodology in language teaching: an anthology of current practice. Grammar teaching - practice or consciousness raising? In J. Foreign Language Teaching and Research, 36(3), 213-218.Įllis, R. Effect of Multiple-choice Annotation on Incidental Vocabulary Learning. Computers & Education, 63, 416–423.ĭuan Shiping and Yan Chensong. Hypertext annotation: Effects of presentation formats and learner proficiency on reading comprehension and vocabulary learning in foreign languages. Incidental vocabulary acquisition from reading, reading-while-listening and listening to stories. (2017) Does adding pictures to glosses enhance vocabulary uptake from reading? System. They also shed some light on the research on annotation and vocabulary learning and provide implications on vocabulary instruction and teaching materials design.īoers, F., Warren, P., He, L., Deconinck, J. The findings indicate that the right use of annotations during reading will substantially promote vocabulary learning. Based on the analysis of the data collected from posttests and questionnaire, the following findings are obtained: 1) among three points of time in annotation use, the pre-reading annotation use results in the best vocabulary production and recognition, closely followed by the post-reading annotation use and then the while-reading annotation use 2) when comparing the two annotation types, the text-picture annotations were more effective than the text-only annotations on improving vocabulary production and recognition 3) there was no interaction between annotation types and points of time in annotation use. The study aims to investigate the effectiveness of two annotation types (text-only and text-picture) as well as the timing in annotation use during reading (pre-reading, while-reading and post-reading) on vocabulary learning of English major freshmen. Timing in annotation use, annotation types, vocabulary learning Abstract AECC Hunan Aviation Powerplant Research Institute
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