1. 研究目的与意义（文献综述包含参考文献）

1.introduction1.1research backgroundaccording to lewis (1993) and other scholars, vocabulary acquisition is the central task of second language acquisition, and no language skills such as listening, speaking, reading, writing and translating can be separated from vocabulary. nagy, heman vocabulary acquisition occurs incidentally when they are reading extensively. a large amount of vocabulary, grammar and cultural knowledge will accrue to language learners from reading. therefore reading plays a significant role in the process of vocabulary acquisition.in fact, for the majority of chinese efl learners, english vocabulary is one of their most concerned problems in english learning. they have invested a great quantity of time and energy on vocabulary, but the result is far from satisfied. a large number of unknown words that make it difficult for students to get the main idea or specific details of a text. over the past few decades, there have been extensive studies on the effect of vocabulary glosses on vocabulary acquisition. researchers have investigated many aspects of glosses including the language, form, place of glosses and application of multimedia. however, researchers pay a little attention to the diversity of gloss forms. few studies have focused on whether bilingual glossing has an effect on vocabulary acquisition. in addition, it is also questionable whether vocabulary glosses affect efl learners' reading comprehension.therefore, the present study makes an attempt to figure out how efl learners process vocabulary information during reading with the aim of investigating the most effective form of glossing, helping chinese learners learn english vocabulary more efficiently, in the meantime arousing the attention of textbook writers and teachers to the glossing of new words.1.3 research purposesthe study aims to investigate the effects of 3 different types of glosses including l1 glosses (chinese glosses), l2 glosses (english glosses) and bilingual glosses (chinese glosses plus english glosses) on efl learners vocabulary learning and reading comprehension. the study aims to explore how efl learners process vocabulary information during reading with the aim of putting forward some implications to english teaching and helping chinese learners learn english vocabulary more effectively. 2.literature reviewthere have been a number of studies on the effects of vocabulary glosses in english vocabulary acquisition. researchers have investigated many aspects of glosses including the language, form, place of glosses and application of multimedia. holly and king (1971) compared the different places where a gloss appeared, such as side of page, bottom of page, or on an attached sheet. an earlier study (davis, 1989) found that students' understanding of the text attached to words glosses was significantly better than text without glosses. the comparison of the effect between non-gloss and native-gloss on recall of reading text (jacobs, dufon hong 1994) revealed that the subjects with native-gloss had significantly better memory of the text content than the non-gloss group. hulstijn, hollander, and greidanus (1996) investigated the effect of l1 marginal glosses and dictionaries on incidental vocabulary learning. the results showed that the l1 marginal glosses was more effective than the use of dictionary because readers accessed marginal glosses more frequently than dictionaries during reading. the study searched the effects of 3 difference types of glossing-l1 glosses plus l2 example sentences, l1 in-text glosses and l1 marginal glosses in comparison with a no-gloss condition (cheng, 2009) indicated that l1 glossing was more effective for efl learners to learn and review new vocabulary. bao and li (2017) investigated the effect of l1 glosses, l2 glosses and bilingual glosses on vocabulary acquisition. results indicated the effect of bilingual glosses was greater than l1 glosses and l2 glosses on efl learners word learning. l1 glosses were better than l2 glosses only in receptive vocabulary knowledge.many researchers were interested in whether multi-media do help to facilitate language learners vocabulary learning. laufer and hill (2000) and yoshii (2006) put their study in a multi-media environment. laufer and hill (2000) were firstly interested in how multimedia affects word learning. seventy-two university students from israel and hong kong were participated in a reading comprehension test with computer-assisted dictionary which including four types of glosses. researchers found that the effect of glosses were not the same for efl learners in different regions (israel and hong kong). all participants accomplished reading comprehension task after reading the text. the performances of students in israel suggested that there was no significant difference among different types of glosses. however, the hong kong learners showed a significant difference between l1 glosses and other glosses. the effect of l1 glosses was significantly lower compared with other glosses. some studies, however, have shown no significant effects with glossing. bowles (2004) paid attention to the comparison of computerized and traditional paper-and-pen glosses on l2 vocabulary development. subjects completed three tests- reading comprehension, immediate and delayed recall of targeted vocabulary and writing task. the results indicated that both computer-assisted and traditional glosses were beneficial for second language learners vocabulary learning, however there was no significant difference between computerized and paper-and pen glosses effects on vocabulary acquisition. yoshii (2006) studied the effectiveness of l1 and l2 glosses with pictorial cues in a multimedia environment. the results showed that, there was no significant difference in l1 and l2 gloss between the immediate and delayed vocabulary tests. in addition, the comparison effect of three different types of glossing texts on l2 vocabulary learning was the focus of a study by ko (2005). ko (2005) asked 90 university students in korea to complete a reading comprehension test. all participants were randomly divided into three different conditions: no gloss, l1 gloss, and l2 gloss. after reading, participants took an immediate multiple-choice (mc) vocabulary test. results revealed that, there was a significant difference between no-gloss and glossed conditions on the immediate vocabulary test. however, there was no significant differences between texts with l1 glosses and l2 glosses. subjects also did opinion questionnaires in order to search their reactions to the reading test. the questionnaire survey found that subjects preferred to l2 vocabulary glosses in reading comprehension.the effect of glossing is also related to l2 learners foreign language proficiency. l2 glosses are more effective than l1 glosses, especially for high-level efl learners (mivasako, 2002); lu, yao and du (2005) confirmed that l1 glosses are superior to l2 glosses for intermediate and low-level l2 learners in vocabulary acquisition.however, with the increase of glossing types, the diversification of glosses form deserves attention. whether bilingual glosses are contribute to l2 learners vocabulary acquisition? and how lexical glosses affect reading comprehension is still not fully understood.referencesadepoju,a.a., elliot, r.t. (1997). comparison of different feedback procedures in second language vocabulary learning. journal of behavioural education,7,477-498.bowles, m. a. (2004). l2 glossing: to call or not to gall. hispania , 87 , 541-552.cheng, y. r. good. (2009). l1 glosses: effects on efl learners reading comprehension and vocabulary retention. reading in a foreign language, (2), 119-142．coady, j. huckin, t. (1999). incidental vocabulary acquisition in a second language. studies in second language acquisition, 21, 181-193. fraser, c. a. (1999).lexical processing strategy use and vocabulary learning through reading. studies in second language acquisition, 21, 225-241.jacobs, g. m. (1994).what lurks in the margin: use of vocabulary glosses as a strategy in second language reading. issues in applied linguistics, (1), 115-137．jacobs, g. m., dufon, p., hong, f. c. (1994). li and l2 vocabulary glosses in l2 reading passages: their effectiveness for increasing comprehension and vocabulary knowledge. journal of research in reading, 17, 19-28.kim, y. j. (2008). the role of task-induced involvement and learner proficiency in l2 vocabulary acquisition. language learning, 8 (2), 285-325.ko, m. h. (2012).glossing and second language vocabulary learning. tesol quarterly, 46(1), 56-79.laufer, b. hill, m. (2000). what lexical information do l2 learners select in a call dictionary and how does it affect word retention? language learning and technology , 5(2), 58-7.lomicka, l. l. (1998). to gloss or not to gloss: an investigation of reading comprehension online. language learning technology, 1(2), 41-50.rott, s. (2004). a comparison of output interventions and un-enhanced reading conditions on vocabulary acquisition and text comprehension. canadian modern language review, 61(2), 169-202.sadeghi, k., khezrlou, s. modirkhameneh, s. (2016). calling iranian learners of l2 english: effect of gloss type on lexical retention and reading performance under different learning conditions. journal of research in reading, 1-21.yoshii, m. (2006).li and l2 glosses: their effects on incidental vocabulary learning. language learning technology, 10(3), 85-101.鲍 贵（2012），我国外语教学研究中的统计分析方法使用调查，《外语界》，（1）：44-51。

鲍 贵、李景怡（2017），输出任务和注释对英语学习者词汇习得的影响研究，《解放军外国语学院学报》，40（6）：1-10。

鲍贵、吴翼飞（2019），任务类型与英语词汇习得实验研究，《外语测试与教学》,（2）：41-49。

2. 研究的基本内容、问题解决措施及方案

The present study examines the effects of three kinds of glosses-L1 glosses, L2 glosses and bilingual glosses (L1 plus L2 glosses) on EFL learners vocabulary learning and reading comprehension.97 native speakers of Chinese studying English at the university in Nanjing participated in the study. They were randomly divided into groups according to three different conditions: first-language (L1) Chinese glosses, second-language (L2) English glosses and bilingual glosses. Participants read an English reading comprehension firstly. While reading, they were asked to complete the gap fillings in the test. A total of 10 blank fillings in the test. There were 14 alternative words, among which 10 of which were targeted words and 4 were interference opinions. All participants then completed an immediate recognition of 10 targeted words. The experimental data were analyzed by the R program.