3。1 Research Questions。。。。。。。。。。。。。6

3。2 Subjects。。。。。。。6

3。3 Materials。。。。。。。。。。6

3。3。1 Reading Materials。。。。。。。6

3。3。2 Target Words。。。7

3。4 Instruments 。。。。。。。。。。。。。。。。。。。。。。。。。8

3。4。1 Reading Comprehension Test。8

3。4。2 Vocabulary Knowledge Scale (VKS) 8

3。4。3 Questionnaire 。。。。。8

3。5 Procedures。。。9

4。 Results and Discussion。。。。。。11

4。1 Analysis about the Questionnaire。。。。。。11

4。2 Analysis about the Immediate Vocabulary Test。。。。。。。。12

4。3 Analysis about the Delayed Vocabulary Test。。。。。。。。。。。。14

5。 Conclusion 。。。。18

References20 

1 Introduction

1。1 Research Background

In second language learning, the importance of vocabulary acquisition is known to all。 A person cannot be proficient in a language without enough vocabulary。 With regards to vocabulary learning, there is a distinction between two types of learning—intentional vocabulary learning and incidental vocabulary learning, of which the latter is widely considered as an important method in vocabulary learning。 Intentional vocabulary learning means that students acquire new words by some intentional ways, like memorizing lists of words, etc。 In contrast, incidental vocabulary learning often happens while people are doing other cognitive exercises, reading for instance, instead of solely memorizing the vocabulary lists (Hulstijn, Hollander & Greidanus, 1996)。 And reading is generally considered as a useful approach in promoting vocabulary acquisition in second language learning。 

Over the years, many researches have been done to study the effectiveness of glosses on incidental vocabulary acquisition。 Results both showed that glossing unknown words can effectively promote incidental vocabulary acquisition in reading。 However, Yoshii (2006) indicated that the focus of present researches in this area had been shifted from whether glosses can promote incidental vocabulary acquisition to which glossing type is the most effective and whether there are differences among different glossing types。 So far, numerous researches have been done to study the effects of various types of glosses on incidental vocabulary acquisition, including the comparison between L1 glossing and L2 glossing, between single glossing and multiple-choice glossing, etc。 But no consistent conclusion was drawn among those researchers。

1。2 Purpose and Significance of the Research来自优Y尔L论W文Q网wWw.YouERw.com 加QQ7520~18766

China is still at the primary stage in the area of incidental vocabulary acquisition of L2 and relevant empirical researches are comparatively few。 Especially the area of effects of different forms of glosses on incidental vocabulary acquisition through reading gains little attention。 For most English learners in China, to master a large vocabulary is one of the major obstacles in English learning。 How to gloss effectively so as to promote incidental vocabulary acquisition through reading becomes an urgent problem to solve。 Thus, this study tends to find out to what extent glossing is beneficial to students’ incidental vocabulary acquisition and which form of glosses (L1, L2 or L1 plus L2) is the most effective on non-English majors’ incidental vocabulary acquisition and vocabulary retention through reading in terms of immediate vocabulary test and delayed vocabulary test。