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As the basis of English learning, vocabulary contributes significantly to every aspect of second language proficiency (Schmitt, 2010). Wilkins (1972) also stresses the importance of vocabulary, pointing out that “without grammar very little can be conveyed, without vocabulary nothing can be conveyed”. As is required in the latest National English Curriculum Standards for General Senior High Schools (NECS) (2020), students in senior high schools should master 3000 to 3200 words to meet the requirements of College Entrance Examination. More specifically, these words should be learned in certain contexts, which places higher demands on senior high school students’ vocabulary learning. It is clear that vocabulary is an integral and important part of English learning. Although the importance of vocabulary has been recognized and has become the primary task of English teaching, the lack of vocabulary is still the basic problem that learners encounter when using English (Nation, 1990). As the results obtained from Questionnaire Ⅰ in the present study, it can be found that the current situation of vocabulary learning in senior high schools is not optimistic. Students still lack effective vocabulary learning methods. Most of them mainly learn vocabulary by rote memorization and find it extremely difficult. Given the importance of vocabulary in English learning and the problems in students’ vocabulary learning, it is of great necessity to provide students with more effective ways to improve their efficiency of vocabulary learning.

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1.2 Research Purpose

Multimedia glosses are used in this study to promote IVA through reading in a multimedia environment, where students comprehend reading passages with multimedia glosses in the form of pictures and videos. More specifically, this study compares multimedia glosses and traditional glosses to explore the influence of multimedia glosses on IVA through reading. To clarify the findings, this study also investigates the current situation of using multimedia glosses for IVA and senior high school students’ attitudes toward the application of multimedia glosses to IVA. In this way, this study is designed by the aim of improving the efficiency of both vocabulary teaching and learning in senior high schools as well as the compilation of English reading materials. To be exact, teachers can use various kinds of glosses with the help of multimedia to make PowerPoints, so as to not only help learners achieve IVA through reading, but also stimulate learners’ interest in vocabulary learning. Designers of English reading materials can use multimedia glosses to provide teachers and learners with multimedia resources such as CD-ROMs, giving learners more opportunities to employ this new method to facilitate their vocabulary learning.

Chapter Two Literature Review

2.1 Definitions of Core Concepts

This part intends to clarify the two concepts which are crucial to this study, including incidental vocabulary acquisition and multimedia glosses.

2.1.1 Incidental Vocabulary Acquisition (IVA)

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