本站原创Acknowledgements4-5
Abstract5-9
中文摘要9-15
List of tables15-16
List of abbreviations16-17
Chapter One Introduction17-22
1.1 Overview17-19
1.2 Need of the study19-21
1.3 Organization of the thesis21-22
Chapter Two Literature Review22-48
2.1 Key terms and basic concepts22-31
2.1.1 Definitions of incidental vocabulary acquisition22-24
2.1.2 Definitions of intentional vocabulary acquisition24-25
2.1.3 Distinction between incidental and intentional vocabulary learning25-27
2.1.4 Definition of glosses27-29
2.1.5 Definition of tasks29-31
2.2 Theoretical bases31-41
2.2.1 Krashen's input hypothesis31-33
2.2.2 Depth of processing hypothesis33-34
2.2.3 Information processing mode34-36
2.2.4 Involvement load hypothesis36-39
2.2.5 Schmidt's noticing hypothesis39-41
2.3 Previous studies on incidental vocabulary acquisition41-48
2.3.1 Studies abroad41-44
2.3.2 Studies at home44-46
2.3.3 Summary46-48
Chapter Three Methodology48-55
3.1 Research questions48
3.2 Research designs48-55
3.2.1 Quantitative research design49-53
3.2.1.1 Participants49-50
3.2.1.2 Instruments50-52
3.2.1.3 Data collection and analysis52-53
3.2.2 Quaptative research design53-55
3.2.2.1 Participants53-54
3.2.2.2 Instruments54
3.2.2.3 Data collection and analysis54-55
Chapter Four Results and Discussion55-81
4.1 Effects of gloss modes on incidental vocabulary acquisition55-61
4.1.1 Results55-58
4.1.1.1 Results of difference between the multiple-choice and single gloss group55-56
4.1.1.2 Results of difference between the immediate and delayed test56-58
4.1.2Discussion58-61
4.1.2.1 Discussion from the perspective of input58
4.1.2.2 Discussion from the perspective of involvement load58-59
4.1.2.3 Discussion from the perspective of noticing59-60
4.1.2.4 Discussion from the perspective of processing words60-61
4.1.2.5 Discussion from the perspective of memory61
4.2 Effects of task types on incidental vocabulary acquisition61-68
4.2.1 Results62-64
4.2.1.1 Results of difference between the blank-filpng task group and the multiple-choice task group62-63
4.2.1.2 Results of difference of the immediate and delayed tests63-64
4.2.2 Discussion64-68
4.2.2.1 Discussion from the perspective of involvement load64-65
4.2.2.2 Discussion from the perspective of processing information65-66
4.2.2.3 Discussion from the perspective of noticing66-67
4.2.2.4 Discussion from the perspective of memory67-68
4.3 Effects of gloss modes on participants of different vocabulary size68-74
4.3.1 Results68-72
4.3.1.1 Results of performance of participants in the larger vocabulary group68-70
4.3.1.2 Results of performance of participants in the aller vocabulary group70-71
4.3.1.3 Results of comparison of performance between the larger and the aller vocabulary group71-72
4.3.2 Discussion72-74
4.4 Effects of task types on participants of different vocabulary size74-81
4.4.1 Results74-78
4.4.1.1 Results the performance of participants in the larger vocabulary group74-76
4.4.1.2 Results of performance of participants in the aller vocabulary group76-77
4.4.1.3 Results of comparison of performance between the larger and the aller vocabulary group77-78
4.4.2 Discussion78-81
Chapter Five Conclusion81-86
5.1 Major findings81-83
5.2 Pedagogical imppcations83-84
5.3 Limitations and suggestions for future research84-86
References86-92
Appendixes92-114
Appendix 1 The Pilot Study Paper92-95
Appendix 2 The Pilot Study Paper95-96
Appendix 3 The Pre-test Paper96-97
Appendix 4 The Reading Material for Multiple-choice Gloss Group97-100
Appendix 5 The Reading Material for Single Gloss Group100-103
Appendix 6 The Immediate Test Paper under Gloss Condition103-104
Appendix 7 The Delayed Test Paper under Gloss Condition104-105
Appendix 8 The Reading Material for the Blank-filpng Task Group105-106
Appendix 9 The Reading Material in Multiple-choice Task106-108
Appendix 10 The Immediate Test Paper Concerning Task Types108-109
Appendix 11 The Delayed Test Paper Concerning Task Types109-110
Appendix 12 The Vocabulary Size Test110-114
攻读学位期间发表的文章114-115