Effects of Graded Texts on EFL College Students' Incidental ...

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Language Annals, 34(2), 91-101. Ghadessy, M. (1979). Frequency counts, word lists, and materials preparation: A new approach. English Teaching Forum, 17, 24-27. Ghadirian, S. (2003). Providing controlled exposure to target vocabulary through the screening and arranging <strong>of</strong> texts. Language Learning & Technology, 6(1), 147-164, Grabe, W., & Stoller, F. (1997). Reading and vocabulary development in a second language: A case study. In James Coady & Thomas Huckin (Eds) Second language vocabulary acquisition. Cambridge: Cambridge University Press. Groot, P. (2000). Computer assisted second language vocabulary acquisition. Language Learning & Technology, 4(1), 60-81. Hafiz, F., & Tudor, I. (1989). Extensive reading and the development <strong>of</strong> language skills. ELT Journal, 43(1), 4-13. Hafiz, F., & Tudor, I. (1990). <strong>Graded</strong> readers as an input medium in L2 learning. System, 18(1), 31-42. Harley, B. (1996). Introduction: Vocabulary learning and teaching in a second language. The Canadian Modern Language Review, 53(1), 3-11. Hazengerg, S., & Hulstijn, (1996). Defining a minimal receptive second-language vocabulary for non-native university students: An empirical investigation. Applied Linguistics, 17(20), 145-163. Henriksen, B. (1999). Three dimensions <strong>of</strong> vocabulary development. Studies in Second Language Learning, 21, 303-317. Holley, F. (1973). A study <strong>of</strong> vocabulary learning in context: The effect <strong>of</strong> new-word density in German reading materials. Foreign Language Annals, 6, 339-347. Horst, M., Cobb. T., & Meara, P. (1998). Beyond a clockwork orange: Acquiring second language vocabulary through reading. Reading in a Foreign Language, 11(2), 207-233. Huang, C. C. (2000). A threshold for vocabulary knowledge on reading comprehension. Proceedings <strong>of</strong> the Seventeenth Conference on English Teaching and Learning in the Republic <strong>of</strong> China. pp132-145. Huang, C. C. (2001). An investigation <strong>of</strong> ESP students’ vocabulary knowledge and reading comprehension. Selected Papers from the Tenth International Symposium on English Teaching. (pp. 436-445). Taipei: Crane. Huckin, T., & Coady, J. (1999). Incidental vocabulary acquisition in a second language: A review. Studies in Second Language Acquisition, 21, 181-193. Hulstijn, J. H. (1993). When do foreign-language readers look up the meaning <strong>of</strong> unfamiliar words? The influence <strong>of</strong> task and learner variable. The Modern Language Journal, 77(2), 139-147. 91
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國立清華大學碩士論文英
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Abstract Incidental vocabulary lear
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implicit learning for learners’ q
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4.3. Discussion 70 4.3.1. The Feasi
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List of Figure Fig
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competence (Elley, 1991; Hafiz & Tu
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EFL classes, and determining the am
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consultation for second language le
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vastly reinforced with the ease and
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learning to occur. 2. Word meaning
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inging learners who are competent <
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(1993) suggested a required 5,000 w
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words in this set of</stron
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Besides the above potential limitat
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immediately after reading, one week
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2.6. Measuring Incidental Vocabular
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2.7. Summary We incorporated the em
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3.1. Overview Chapter Three METHODO
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The Sinorama magazine is dedicated
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Word List (鄭恆雄, 2002; 2003),
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for the cut off po
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TextLadder; instead, our program pu
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target words within each text. Afte
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Table 3.2 Target word rate and targ
Page 49 and 50: 7. into the Exposed Word List Selec
Page 51 and 52: Table 3. 5. A comparison between Gh
Page 53 and 54: 3.3.4 Glossing of
Page 55 and 56: participants were required put a ch
Page 57 and 58: score of 2. If a t
Page 59 and 60: Table 3.9 Instruments used in the s
Page 61 and 62: had finished all sixteen texts. The
Page 63 and 64: technical feasibility of</s
Page 65 and 66: a result, valid subjects dropped fr
Page 67 and 68: Table 4.2 Learners’ perspectives
Page 69 and 70: estimation of lear
Page 71 and 72: words from known words. The provisi
Page 73 and 74: vocabulary level, on the other hand
Page 75 and 76: 4.2.4 The results of</stron
Page 77 and 78: Table 4.11 shows learners’ respon
Page 79 and 80: 4.3 Discussion 4.3.1. The feasibili
Page 81 and 82: direct phonetic translations <stron
Page 83 and 84: on gloss suggested that they still
Page 85 and 86: measurement tool for its function <
Page 87 and 88: learners’ processing of</
Page 89 and 90: not be untangled without considerin
Page 91 and 92: 5.1. Overview Chapter Five Conclusi
Page 93 and 94: with the same group of</str
Page 95 and 96: also accelerate sequencing time wit
Page 97 and 98: esponsible for connecting the two b
Page 99: REFERENCES Berman, R.A. (1984 ). Sy
Page 103 and 104: Rationale for Pedagogy (pp. 174-200
Page 105 and 106: 第 1-6 題電腦方面 Appendix A
Page 107 and 108: Student Post□ 其他□__________
Page 109 and 110: 26. optimistic 27. consumption 28.
Page 111 and 112: 1. entrepreneur: VI. 我對這個
Page 113 and 114: 21.calligraphy: I. 我對這個字
Page 115 and 116: 41.insufficient: I. 我對這個字
Page 117 and 118: 3 points entrepreneur: (item three
Page 119 and 120: Appendix F The In-class Evaluation
Page 121 and 122: Appendix H The Introductory Page on
Page 123 and 124: Appendix J A Search Example <strong
Page 125 and 126: Appendix L Student Reading Process
Page 127 and 128: 第 1-6 題電腦方面 Appendix N
Page 129 and 130: 13(2). 英文雜誌 41.7% (28/67) (
Page 131 and 132: Appendix P Results of</stro
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