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

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Appendix E The Online Evaluation Questionnaire 109
Appendix F The In-class Evaluation Questionnaire 各位同學好,首先謝謝你們填這份問卷。本問卷目的在了解同學們閱讀泛讀網站的過程及感想,希望可藉此修正並提供同學真正需要的指導。對於下列的問題, 請同學以下列五種選項表達你的意見。 1 非常不同意 2 同意 3沒意見 4 同意 5 非常同意 1 2 3 4 5 1. 這個閱讀網站讓我在寒假時也能繼續學英文 □ □ □ □ □ 2. 這個閱讀網站安排在寒假的閱讀進度適當 □ □ □ □ □ 3. 這個閱讀網站讓需要學習的單字重複出現可以幫助我學習新的單字 □ □ □ □ □ 4. 這個閱讀網站的文章內容及類型相當多元 □ □ □ □ □ 5. 這個閱讀網站的文章大部分都有趣 □ □ □ □ □ 6. 比起自己找尋合適的文章,我比較喜歡這個閱讀網站幫我安排合適的文章 □ □ □ □ □ 7. 在接觸過網路泛讀後,我對學習英文的感覺非常喜歡 □ 喜歡 □ 普通 □ 不喜歡 □ 非常不喜歡 □ 8. 如果上網方便,未來是否會繼續使用類似網站來加強英文能力? 會 □ 不會 □ (答「會」者請答第 9 題,答「不會」者請答第 10 題) 9. 我會繼續使用類似網站的原因可以加強英文閱讀能力 □ 可以加強英文字彙 □ 文章多元有趣 □ 可以知道需要學習的單字有哪些 □ 比起一般讀物,這樣的網站有單字查詢功能 □ 其他 □_______________________________________________________ (請寫出原因) 10. 我不會繼續使用類似網站的原因不習慣看長篇英文文章 □ 不喜歡自己讓網站安排文章和閱讀進度 □不習慣在電腦上閱讀 □ 其他 □_________________________________________________________ (請寫出原因) 11. 如果可以的話,你認為此閱讀網站的設計應該如何改進? ______________________________________________________________ ______________________________________________________________ _____________________________________________________________ 110
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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
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7. into the Exposed Word List Selec
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Table 3. 5. A comparison between Gh
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3.3.4 Glossing of
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participants were required put a ch
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score of 2. If a t
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Table 3.9 Instruments used in the s
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had finished all sixteen texts. The
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technical feasibility of</s
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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 and 100: REFERENCES Berman, R.A. (1984 ). Sy
Page 101 and 102: Hulstijn, J. H., Hollander, M., & G
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: 3 points entrepreneur: (item three
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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