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研究生：	陳雅玫 Chen Ya-mei
論文名稱：	生字註解對閱讀理解及生字學習的影響 The Effect of Marginal Glosses on Reading Comprehension and Vocabulary Learning
指導教授：	朱惠美 Chu, Hui-Mei
學位類別：	碩士 Master
系所名稱：	英語學系 Department of English
論文出版年：	2004
畢業學年度：	93
語文別：	英文
論文頁數：	117
中文關鍵詞：	生字註解、閱讀理解、非刻意生字學習
英文關鍵詞：	marginal glosses, reading comprehension, incidental vocabulary learing
論文種類：	學術論文
相關次數：	點閱：163 下載：15
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摘要
本研究旨在探討中文及英文生字註解對臺灣高中生的英文閱讀理解及生字學習的影響。本研究也探討臺灣高中生對中文及英文生字註解的看法。
本研究以實驗方式進行。九十位高英文程度及九十位低英文程度的高中生分別分為三組：中文生字註解組、英文生字註解組、及控制組。在閱讀第一篇英文故事後，學生以中文寫出他們所理解及記得的故事重點。閱讀第二篇英文故事後，學生完成十五題的閱讀選擇題施測。在閱讀理解施測後的非預期生字測驗旨在測量學生在閱讀理解過程中的非刻意生字學習。學生對生字註解的看法經由問卷調查得知。兩星期後，相同的非預期生字測驗再次施測，旨在測量學生的生字記憶。本實驗的結果如下：
在閱讀理解方面，中文生字註解有助於高程度的學生理解及記憶較多的故事重點，但無助於低程度的學生理解及記憶較多的重點。中文生字註解無助於高、低程度的學生在選擇題的表現。英文生字註解無助於高、低程度學生的閱讀理解。
在非刻意生字學習方面，中文生字註解有助於高、低程度學生習得較多生字，但無助於高、低程度學生在兩星期後記得之前所習得的生字。英文生字註解無助於高、低程度學生的非刻意生字學習及生字記憶。
問卷調查結果顯示，高、低程度學生喜歡閱讀有中文或可理解的英文生字註解的英文文章。多數高、低程度的學生都表示中文生字註解能使他們更願意閱讀英文文章。
本實驗結果顯示，中文生字註解比英文生字註解能增進高中生的閱讀理解及非刻意生字學習。高、低程度的學生都願意閱讀有中文或可理解的英文生字註解的英文文章。因此，中文或可理解的英文生字註解可提供給高中生在課外閱讀時使用。

Abstract
This study aimed to explore the effect of different marginal glosses (Chinese and English glosses) on EFL learners’ English reading comprehension and vocabulary learning. EFL learners’ attitudes toward marginal glosses were also investigated. Ninety high-proficiency and ninety low-proficiency senior high school students participated in this study. The 90 students in each proficiency level were further divided into three groups (with 30 students in each group) and each group read stories with one of the three conditions: Chinese glosses, English glosses, and no glosses. There were six groups in total. The marginal glosses effects were evaluated through two reading comprehension measures (including a written recall protocol and a multiple-choice reading comprehension test), and two vocabulary measures (one for incidental vocabulary learning and the other for vocabulary retention). The students’ attitudes towards marginal glosses were investigated through questionnaires.
Concerning reading comprehension, Chinese marginal glosses had significant effects on high-proficiency students’ written recall protocols. However, such effect did not occur on high-proficiency students’ multiple-choice comprehension test. As to low-proficiency student, Chinese marginal glosses did not show any significant effect on the written recall protocol or the multiple-choice comprehension test. For both the high- and low-proficiency students, no English glosses effects were found on the two reading comprehension measures.
With regard to vocabulary learning, Chinese marginal glosses were found to contribute to both high- and low-proficiency students’ incidental vocabulary learning, but not to their vocabulary retention. There was no English glosses effect on either the incidental vocabulary learning or vocabulary retention for students in the two proficiency levels.
Both high- and low-proficiency students had positive attitudes toward Chinese and English marginal glosses. A majority of them expressed that they would do more independent English reading with the assistance of Chinese marginal glosses.
The findings of this study indicate that comparing to English glosses, Chinese glosses are more helpful in supporting reading comprehension and incidental vocabulary learning for senior high school students. Moreover, both high- and low-proficiency senior high students were willing to read with not only Chinese but English glosses, as long as the English glosses are comprehensive to them.

Table of Contents
CHINESE ABSTRACT.……………………………………………………..i
ENGLISH ABSTRACT.…………………………………….………………ii
ACHKNOWLEDGEMENT..……………………………………………………iv
TABLE OF CONTENTS…….……………………………………………...v
LIST OF TABLES……………………………………………………..viii
CHPATER ONE  INTRODUCTION.………………………………………….1
1.1 Motivation and Goals..…………………………………….....1
1.2 Significance of the Study..………………………………....4
1.3 Organization of the Study………………………………………5
CHAPTER TWO  LITERATURE REVIEW….…………………………………6
2.1 Reading Models………………………………………….......6
2.1.1 The Bottom-up Model……………………………………..6
2.1.2 The Top-down Model……………………………………….8
2.1.3 The Interactive Model……………………………………9
2.2 Schema Theory.....................................................11
2.2.1 Content Schemata.…………………………………………12
2.2.2 Formal Schemata.………………………………………….13
2.2.3 Strategy Schemata…………………………………………13
2.3 Vocabulary and Reading Comprehension.……………………14
2.4 Ways to Develop Students’ Vocabulary Abilities………16
2.4.1 Vocabulary Instruction.…………………………………16
2.4.1.1 Teaching Word-analysis Skills.………………………….17
2.4.1.2 Providing Activities for Vocabulary Learning.………21
2.4.2 Incidental Vocabulary Learning through Extensive   Reading ...................................................22
2.4.3 Bilingual Dictionaries.…………………………………27
2.4.4 Marginal Glosses.………………………………………………29
2.5 Research Questions.……………………………………………37
CHAPTER THREE  METHODOLOGY..……………………………………….38
3.1 Subjects.…………………………………………………………38
3.2 Materials and Procedures.……………………………………39
3.3 Scoring.………………………………………………………….46
3.4 Data Analysis.………………………………………………….47
CHAPTER FOUR  RESULTS AND DISCUSSION.…………………………..48
4.1 The High-proficiency Groups……………………............48
4.1.1 The Written Recall Protocol…………………………………48
4.1.2 The Multiple-choice Comprehension Test…………….49
4.1.3 Incidental Vocabulary Learning……………………….50
4.1.4 Vocabulary Retention…………………………………….51
4.2 The Low-proficiency Groups………………………………….52
4.2.1 The Written Recall Protocol……………………………52
4.2.2 The Multiple-choice Comprehension Test…………….53
4.2.3 Incidental Vocabulary Learning………………………….54
4.2.4 Vocabulary Retention………………………………………….55
4.3 Students’ Attitudes toward Marginal Glosses………….57
4.4 Discussion………………………………………………….......62
4.4.1 The Written Recall Protocol…………………………………63
4.4.2 The Multiple-choice Comprehension Test……………….64
4.4.3 Incidental Vocabulary Learning………………………….65
4.4.4 Vocabulary Retention……………………………………….69
4.4.5 Students’ Attitudes toward Marginal Glosses……….71
CHAPTER FIVE  CONCLUSION…………………………………………….76
5.1 Summary of the Study………………………………………….76
5.2 Pedagogical Implications…………………………………….77
5.3 Suggestions for Future Research……………………………79
REFERENCES……………………………………………..……………….83
APPENDICES
Appendix A: The Story for the Written Recall Protocol (H Group)………………….............................................94
Appendix B: The Story for the Multiple-choice Comprehension Test (H group)…….........................................97
Appendix C: The Story for the Written Recall Protocol (L group)…………………............................................100
Appendix D: The Story for the Multiple-choice Comprehension Test (L group)…..........................................102
Appendix E: The Unexpected Vocabulary Test (H group)…………………………......................................104
Appendix F: The Unexpected Vocabulary Test (L group)…………………………......................................105
Appendix G: The Demonstration of the Written Recall Protocol…………………....................................106
Appendix H: The Multiple-choice Comprehension Test of “Feathertop” (H group)..................................108
Appendix I: The Multiple-choice Comprehension Test of “You Are Hired, Mr Robot!” (L group)..........................110
Appendix J:Questionnaire…………………………………………..112
Appendix K: The Idea Units of the Written Recall Protocol (H group)……………..........................................113
Appendix L: The Idea Units of The Written Recall Protocol (L group)……………..........................................116
                                

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