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

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2.1. Overview Chapter Two REVIEW OF THE LITERATURE In this section, issues <strong>of</strong> incidental vocabulary learning while reading are discussed to show where the gaps are and some possible improvements CALL may help along this line <strong>of</strong> research. This chapter consists <strong>of</strong> four major sections each maintaining a possible dimension <strong>of</strong> facilitating vocabulary acquisition for second language learners in extensive reading contexts. The first section reviews studies related to the effectiveness <strong>of</strong> computerized gloss and incidental vocabulary learning. For designing a classroom syllabus, word lists for the purpose <strong>of</strong> vocabulary acquisition are taken up in the second section. The third section concerns enhancement <strong>of</strong> vocabulary acquisition through sequencing <strong>of</strong> reading texts. Last, the issue <strong>of</strong> the degree <strong>of</strong> exposure to a word for successful word acquisition is introduced. 2.2. Computerized Gloss and Incidental Vocabulary Learning Contextual guessing <strong>of</strong> vocabulary while reading is <strong>of</strong>ten encouraged by researchers rather than dictionary consultation due to the concern that dictionary use in the process <strong>of</strong> reading could be interruptive and thus interfering the short term memory which results in impeded reading comprehension. Empirical studies, however, have not provided evidence to substantiate such assertions. Luppescu and Day (1993) investigated the contribution <strong>of</strong> bilingual dictionary use on vocabulary learning by recruiting 293 EFL Japanese university students and found dictionary access led to superior vocabulary acquisition as opposed to no dictionary access. Support for dictionary use while reading and teachers’ instructions on dictionary 5
consultation for second language learners were thus recommended. Taking the study by Luppescu and Day a step further, Hulstijn, Hollander, and Greidanus (1996) compared three reading conditions: reading with marginal glosses, reading with dictionary, and reading without external help. Participants reading with marginal gloss on paper in this study outperformed participants in two other groups. Marginal gloss was therefore proposed as a possible solution to overcome the common obstacle <strong>of</strong> inaccurate meaning inference in L2 reading. Knight (1994) randomly assigned 105 university students <strong>of</strong> Spanish learners in high and low intermediate verbal ability levels into two reading conditions on the computer: on-line dictionary access and no dictionary access. Recalls in immediate and delayed vocabulary definition selection tests showed that subjects who used dictionaries achieved higher reading comprehension scores than those who merely guessed from contexts. For vocabulary acquisition, the low verbal ability subjects in the dictionary access condition scored as high as subjects <strong>of</strong> high verbal ability in the same reading condition, indicating that dictionary access enabled learners <strong>of</strong> low verbal ability to learn as many words as their high verbal ability counterparts. The above studies attributed the significance <strong>of</strong> dictionary use and marginal gloss to learners’ additional knowledge source and deeper mental processing in the process <strong>of</strong> looking up word meaning. They foregrounded the fact that though extensive reading is doubtlessly conducive to vocabulary growth, reading for global meaning alone is inadequate. To initiate word acquisition, learners’ attention must, at some point <strong>of</strong> the cognitive activity, be directed to form-meaning relationships <strong>of</strong> target words (Ellis, 1995; Huckin & Coady, 1999; Hulstijn et. al., 1996). The depth <strong>of</strong> processing hypothesis was commonly discussed to explicate such outcome. It states that “mental activities which require more elaborate thought, manipulation, or processing <strong>of</strong> a new word will help in the learning <strong>of</strong> that word” (Schmitt & Schmitt, 6
Page 1 and 2: 國立清華大學碩士論文英
Page 3 and 4: Abstract Incidental vocabulary lear
Page 5 and 6: implicit learning for learners’ q
Page 7 and 8: 4.3. Discussion 70 4.3.1. The Feasi
Page 9 and 10: List of Figure Fig
Page 11 and 12: competence (Elley, 1991; Hafiz & Tu
Page 13: EFL classes, and determining the am
Page 17 and 18: vastly reinforced with the ease and
Page 19 and 20: learning to occur. 2. Word meaning
Page 21 and 22: inging learners who are competent <
Page 23 and 24: (1993) suggested a required 5,000 w
Page 25 and 26: words in this set of</stron
Page 27 and 28: Besides the above potential limitat
Page 29 and 30: immediately after reading, one week
Page 31 and 32: 2.6. Measuring Incidental Vocabular
Page 33 and 34: 2.7. Summary We incorporated the em
Page 35 and 36: 3.1. Overview Chapter Three METHODO
Page 37 and 38: The Sinorama magazine is dedicated
Page 39 and 40: Word List (鄭恆雄, 2002; 2003),
Page 41 and 42: for the cut off po
Page 43 and 44: TextLadder; instead, our program pu
Page 45 and 46: target words within each text. Afte
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Page 51 and 52: Table 3. 5. A comparison between Gh
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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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words from known words. The provisi
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vocabulary level, on the other hand
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4.2.4 The results of</stron
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Table 4.11 shows learners’ respon
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4.3 Discussion 4.3.1. The feasibili
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direct phonetic translations <stron
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on gloss suggested that they still
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measurement tool for its function <
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learners’ processing of</
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not be untangled without considerin
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5.1. Overview Chapter Five Conclusi
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with the same group of</str
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also accelerate sequencing time wit
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esponsible for connecting the two b
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REFERENCES Berman, R.A. (1984 ). Sy
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Hulstijn, J. H., Hollander, M., & G
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Rationale for Pedagogy (pp. 174-200
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第 1-6 題電腦方面 Appendix A
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Student Post□ 其他□__________
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26. optimistic 27. consumption 28.
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1. entrepreneur: VI. 我對這個
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21.calligraphy: I. 我對這個字
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41.insufficient: I. 我對這個字
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3 points entrepreneur: (item three
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Appendix F The In-class Evaluation
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Appendix H The Introductory Page on
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Appendix J A Search Example <strong
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Appendix L Student Reading Process
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第 1-6 題電腦方面 Appendix N
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13(2). 英文雜誌 41.7% (28/67) (
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Appendix P Results of</stro
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