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2.Literaturereview

2.1twowaysoflearningvocabulary:intentionvs.Incidental

Vocabularycanbelearnedintwoways:intentionlearningandincidentallearning.Sincethebeginningofthe20thcentury,thetermsofincidentalandintentionallearninghavebeenwidelyusedinthepsychologicalliteratureandappliedlinguistics.Incidentalvocabularylearningfirstappearedintheresearchreviewofpsychologyintheearly20thcentury.Later,basedonresearchintohowchildrenlearnvocabularyintheirnativelanguage,incidentalvocabularylearningwasputforwardbyNagyandHerman(1985).Theyproposedthatthevastmajorityofvocabularywordswerelearnedgraduallythroughrepeatedexposuresinvariousdiscoursecontexts.Consequently,NagyandHerman(1987)arguedthatteachersshouldpromoteextensivereadingbecauseitcouldleadtogreatervocabularygrowththananyprogramofexplicitinstructionaloneevercould.

Asmentionedprevious,intentionalvocabularylearningisaprocessinwhichstudentsacquiresvocabularybysomeintentionalways,suchasmemorizingwordlist,doingvocabularyexercises.Incontrast,incidentalvocabularylearningistheprocessofacquiringvocabularywhilereadingorlisteningforcomprehensiveratherthanfocusingsolelyonmemorizinglistofwords(Hulstijn,HollanderGreidanus,1996).ManyresearchersasHatchBrown(1995),Nation(2001),Laufer(2003),andMondria(2003)allagreedthisdefinition,thatwas,intentionalvocabularylearningwasintendedlearningofvocabulary,incidentalvocabularylearningis,learnedasaby-pruductofanotheractivity,withouttheleraner`sconsciousdescision,orintention,tolearnthewords.

Thedifferencesbetweeninincidentalandintentionallearningareobviousinoperationalterms,incidentalandintentionallearningcanbedistinguishedinthetermsoftheuseofpre-learninginstructionsthatdo,ordonot,forewarnsubjectsabouttheexistenceofasubsequentretentiontest(Eysenck,1982:198).AccordingtoLauferandHulstijn(2001:10),thestudiesonfirstandsecond/foreignexprementalliterature,twobasicexperimentalmethodswereusedtodotheresearchonincidentallearningandintentionallearning.

2.2researchontheeffectofdifferentannotationtypes

Vocabularyannotationisaformofinputmodification.Itisusedtoimprovetextcomprehensionandvocabularylearning.Itisknownthatreadingpassagesinmanysecondtextshavevocabularyannotations.Nation(1983)definedavocabularyannotationasashortdefinitionoftheword.

Therehavebeenveryfewstudiesinvestigatingwhethervocabularyannotationaidedvocabularylearning.Jacobs,DusonandHong(1994)carriedoutastudyoneighty-fivenativespeakersofEnglishstudingSpanishattheuniversitylevel.StudentswererequiredtoreadaSpanish613-wordtextcontained32targetwordsunderoneofthreeconditions:noannotations,Englishannotations,orSpanishannotationsconditionsperformedsignificantlybetterthanthoseundernoannotationsconditioninthevocabularyimmediateposttests,butnotinavocabularydelayedposttests.

Hulstijn,Hollander,andGreidanus(1996)invesgatedincidentalvocabularylearninginsomeDutchadvancedstudentsofFrench.ThosestudentsreadanadaptedFrenchtextcontained1306wordsinwhich16wordsweretargetedunderoneofthreeconditions:marginalannotation,dictionaryuse,orcontrol,thecontrolgroupwerenotgivenmargianlannotations,nordidtheyhaveadictionary.Theresultsshowedthatmarginalannotationshadthehighestscores,andthedictionarygroupdidnotscoresignificantlyhigherthanthecontrolgroup.

ChunandPlass(1996)usedcomputer-aidedinstructiontodoanexperimenton103studentsintheirsecondyearogGermenatanamericanuniversity.Theymade82wordsofa762-wordtextannotatedandretrievablebyclickingonthewordonthecomputer.ThesewordswereannotatedinEnglishandasentencecontainingtheword,somealsohadastillpicture,andsomehadavideo.36tarhetwordsweredividedintothreegroupsunderoneofeachcondition:text,textpluspicture,textplusvideo.Theyfoundthattext-plus-pictureperformedsignificantlybettrtthantheothertwoconditions.SimilarresultswerefoundinKang`sstudy(1995)