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

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1995, p. 135). Dictionary and marginal gloss use while reading encourage deeper processing and allow conscious attention to form-meaning relationship <strong>of</strong> words thereby enabling learners to integrate new words into broader mental lexical network, a process indispensable for long-term storage. Compared to reading without dictionary access in which readers are likely to ignore unfamiliar words or induce incorrect word meanings, dictionary and gloss use could be regarded as additional mental activities engaging learners in deeper processing <strong>of</strong> anchoring new words into their existing mental lexicon. In accordance with the concept <strong>of</strong> depth <strong>of</strong> processing, Laufer and Hulstijn (2001) proposed the Involvement Load Hypothesis for the purpose <strong>of</strong> operationalizing cognitive notions such as depth <strong>of</strong> processing in terms <strong>of</strong> L2 vocabulary learning tasks. In this hypothesis, involvement load <strong>of</strong> a task is measured by three involvement components— need, which is learners’ motivational involvement to accomplish the task requirement; search, the endeavor to find word meaning, and evaluation, learners’ attempt to specify a given word meaning by comparing it with other word meaning and surveying its surrounding context. The presence or absence <strong>of</strong> these three elements could, as argued by Hulstijn and Laufer, explain and predict success in vocabulary retention. The notion “search” defined as “the attempt to find the meaning <strong>of</strong> an unknown L2 word or the attempt to find the L2 word form expressing a concept” (Laufer & Hulstijn, 2001, p. 543) entailed that vocabulary retention is, in certain degree, contingent upon the meaning searching process that learners are engaged in. Therefore, we reason that the access for learners to engage in word searching activity should be provided even within extensive reading context. Following the main line <strong>of</strong> research on dictionary and gloss, studies have indicated that the intrusive nature <strong>of</strong> dictionary use could be amended by the provision <strong>of</strong> marginal gloss, and the effectiveness <strong>of</strong> marginal paper glossing was 7
vastly reinforced with the ease and efficiency <strong>of</strong> meaning searching and greater diversity <strong>of</strong> glossing types that computerized gloss could <strong>of</strong>fer (Chun & Plass, 1996; Davis, 1989; Leffa, 1992; Liou, 2000; Hulstijn, 1993; Hulstijn, et al., 1996; Jacobs, 1994). The innovative potential <strong>of</strong> incorporating multimedia effects such as sounds, pictures, animated pictures, or videos into glosses led researchers into the direction <strong>of</strong> investigating specific modes <strong>of</strong> annotation, and found that pictures as annotation types, especially, have received ample positive results from empirical studies (Chun & Plass, 1996; Kost et al.,1999; Schnotz & Grzondziel, 1996; Yoshii & Flaitz, 2002). Chun and Plass (1996) examined a variety <strong>of</strong> annotations for individual words in the form <strong>of</strong> text, graphics, video, and sound with 103 university students learning German. The results demonstrated approximately a quarter <strong>of</strong> the new words learned by the subjects, with the participants in the text-plus-picture condition scoring significantly higher than those in other conditions. Kost, Foss, and Lenzini (1999) compared the effects <strong>of</strong> pictorial and textual glosses on incidental vocabulary growth for foreign language learners. Participants were divided into three conditions when reading, textual gloss alone, pictorial gloss alone, and text combined with pictures. Both production and reception tests delivered after reading showed that participants who were allowed to use a combination <strong>of</strong> text and picture outperformed the others. Though multimedia effects seemed promising in facilitating vocabulary learning, they do, however, ineluctably possess limitations when applied to extensive reading context. Previous studies probing into gloss effects have merely concentrated on pre-developed glosses for a small number <strong>of</strong> reading texts, or searching and inserting picture glosses for only concrete words due to the fact that abstract words are complicated to express by still pictures in nature. In other words, various multimedia effects inevitably face technical challenges when applied to the diversity <strong>of</strong> word types in extensive reading. On the other hand, plain textual gloss is more 8
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 and 14: EFL classes, and determining the am
Page 15: consultation for second language le
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
Page 47 and 48: 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
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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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