英语论文网

uot; were known by some of the students. Therefore, I chosethe remaining 13 words: "earthworm," "drain," "wither," "burrow," "decay," "fertile,""rapture,"《extol，” "illusion," “cockcrow，” “twitter，” "glint" and "pasture" as the targetwords.3.2.2.3 Translation tasksIn each of the two paragraphs, there were 20 words glossed, including 13 target words and7 non-target words. The presence of the 7 non-target words was to distract the participantsfrom intentional focus on the target words.The first task was a Chinese-to-English translation. Students in Class One wereasked to complete the task. The 20 English words were given in brackets beside thecorresponding Chinese characters, and when translating, students were asked to use thegiven words.The second task was an English-to-Chinese translation. Students in Class Two wereasked to complete the task. Next to the 20 words, their Chinese meanings were glossed. InstrumentsInstruments in this study were two vocabulary tests: immediate vocabulary test anddelayed vocabulary test. An immediate vocabulary test, based on Paribakht and Wesche's(1993) Vocabulary Knowledge Scale (VKS), was modified by me in which the targetwords were listed, with each word followed by a word familiarity self-report. A sample testregarding one word can be seen in Table .

4. Results and Discussion

4.1 Results

 Effects of translation tasks on the immediate incidental vocabulary acquisition testDifferences in immediate incidental vocabulary acquisition between the Chinese-to-English class (CE class) and the English-to-Chinese class (EC class) are shown in Table 4.1.Table 4.1 Differences in immediate incidental vocabulary test between two classesClassNXSDtPCE Class2519.84.5886.082.000EC Class2514.36.683As revealed in the table, the mean score of the Chinese-to-English class was 19.84，whilethe mean score of the English-to-Chinese class was 14.36. Their SD was .588 and .683respectively. From the scores, it can be seen that students in both classes incidentallyacquired the meanings of the target words more or less through the two differenttranslation tasks. It also shows that the Chinese-to-English class did better than theEnglish-to-Chinese class. Furthermore, there is a significant difference between the twoclasses (t = 6.082, p = .000 < .001), which indicates that the Chinese-to-English translationtask was more effective than the English-to-Chinese translation task in immediatevocabulary test. Effects of translation tasks on the delayed incidental vocabulary acquisition testDifferences in delayed incidental vocabulary acquisition between the Chinese-to-Englishclass (CE class) and the English-to-Chinese class (EC class) are shown in Table 4.2.From this table, it can be seen that both classes had gained incidental vocabularyacquisition as measured by the delayed vocabulary test. The mean score of the Chinese-to-English class was 16.96 while the mean score of the English-to-Chinese class was 10.60,Their SD was .715 and .726 respectively. Again, the Chinese-to-English class proved betterthan the English-to-Chinese class. Furthermore, there is a significant difference betweenthe two classes (t = 6.242, p = .000 < .001)，which indicates that the Chinese-to-Englishtranslation task was still more effective than the English-to-Chinese translation本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。