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

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Appendix I The First Reading on the Syllabus * The target words were highlighted in red and exposed words were highlighted in green. * The word “expand” was glossed with Chinese translation. * The access to the bilingual concordancer, Total Recall, was at the bottom <strong>of</strong> the interface. 113
Appendix J A Search Example <strong>of</strong> the bilingual concordancer TotalRecall * The word “expend” is searched. 114
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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
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Table 4.2 Learners’ perspectives
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estimation of lear
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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 and 118: 3 points entrepreneur: (item three
Page 119 and 120: Appendix F The In-class Evaluation
Page 121: Appendix H The Introductory Page on
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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