文献导读 | 从阅读中偶然学到的新单词的记忆保留：单词接触频率、页边母语注释及其组合

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简介 Brief Introduction

While words can be taught explicitly, the length of a teaching session typically allows for a certain amount of explicit vocabulary instruction. In addition, although new words can be learned deliberately under the scope of a school curriculum, not all words learned intentionally are retained in memory over time. Such phenomena are considered barriers to vocabulary growth for non-native English speakers. Many words can only be acquired incidentally via reading or other input conditions. So far, the majority of studies on incidental vocabulary learning have been conducted through reading (Webb & Nation, 2017). Learners can control their reading pace and reflect on unfamiliar words while having textual input at their disposal, making reading a specialized area of research in the incidental word-learning domain.

研究问题 Research Questions 

RQ1: What is the main effect of L1 marginal gloss on incidental word retention?

RQ2: What is the main effect of frequency of occurrence on incidental word retention?

RQ3: Is there an interaction effect between frequency of occurrence and L1 marginal gloss on incidental word retention?

研究方法 Research Methods 

This study adopted a 2 × 3 between-participants design (type of reading input × number of target word occurrences), resulting in six conditions. 2 weeks seems a reasonable window after which to measure retention (Laufer & Rozovski-Roitblat, 2015).

读后感 Comment 

（1）Factors influencing incidental word learning

（2） Function of gloss: direct readers’ attention to unfamiliar words and encourage processing of the words’ meanings; have direct and clear links between words and meanings(Cheng & Good, 2009); this link may reinforce L2–L1 word association, which has been described as a crucial step in lexical development (e.g. Jiang, 2002); compel learners to detect and comprehend unknown vocabulary terms, thereby strengthening word encoding in the mental lexicon (Teng, 2018a; Hulstijn et al., 1996).

（3）Results of the present study: 

Reading accompanied by L1 marginal glosses was more effective than reading without L1 marginal glosses, irrespective of the vocabulary knowledge dimensions.

In the conditions where the word meaning was not provided, learners had only a 26–30% chance of recalling the word after 2 weeks, despite encountering it seven times.

The best word retention results can be achieved by encountering a word at least seven times in a text accompanied by L1 marginal glosses.

(4) As reading is a primary source of vocabulary growth, any tool that can relieve the lexical burden and facilitate word learning for students should be considered (Teng, 2018b).

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