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

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technically feasible for handling the abundant and distinct word types in extensive reading environments. In addition to technical constraints, results from empirical studies in learner behavior have pointed to the direction <strong>of</strong> developing simple textual gloss for extensive reading purposes. The study conducted by Davis and Lyman-Hager (1997) showed that the most frequently consulted annotation type was learners’ first language, English definition, which constituted 85% <strong>of</strong> the information accessed. Likewise, Lomicka (1998) also reported students’ strong dependence on first language definition when word meanings were unknown. It was suggested that though learners have the option <strong>of</strong> various annotation types, they nevertheless tend to rely only on L1 definition and ignore other options for their goal <strong>of</strong> using glosses is to translate sentences in order to achieve a minimal level <strong>of</strong> comprehension. Gettys, Imh<strong>of</strong>, and Kautz (2001) further explained students’ behaviors with the concept <strong>of</strong> human mental capacity. It was contended that <strong>of</strong>fering various information to readers might overrun the real needs <strong>of</strong> readers and thus causes cognitive overload in the process <strong>of</strong> reading. Because <strong>of</strong> the limited capacity <strong>of</strong> learners’ working memory and attention, providing readers with rich kinds <strong>of</strong> information will likely create unnecessary distraction and disruption. Therefore, the major concern for developing a gloss “should not be to provide as many annotation types as possible, but rather, reducing the information to the degree <strong>of</strong> minimum sufficiency” (Gettys, et al., 2001, p. 99). The pedagogical implications <strong>of</strong> incidental vocabulary acquisition drawn from the studies on dictionary and gloss use <strong>of</strong> second language reading above underscored the following points: 1. In the process <strong>of</strong> extensive reading, certain amount <strong>of</strong> attention, at some point, should be drawn to words in order for vocabulary acquisition and ultimately L2 9
learning to occur. 2. Word meaning search activity could result in word acquisition <strong>of</strong> more quality, hence, search access should be provided for learners while reading. 3. Gloss, especially computerized gloss is generally effective in bridging the gap between L2 text and the L2 learners’ limited cultural and lexical knowledge. Given technical difficulties and learners’ limited mental capacity, however, textual gloss is regarded as more feasible for computerized extensive reading environments. 2.3. Vocabulary Acquisition with Word Lists Preliminary to discussing word list uses in vocabulary teaching, the salient term, word family, needs to be defined first. A word family is a group <strong>of</strong> words which have the same morphemic stem. It consists <strong>of</strong> a headword, its inflected forms such as plural, past tense, and comparatives; and its closely related derived forms such as words which are derived by adding affixes –ly, -ness, or un- to the headword (Nation, 2001). In other words, items within a common word family would have various surface forms due to inflectional or derivational affixation. Word families are <strong>of</strong>ten used as frequency counting units in word lists. The significance <strong>of</strong> developing learners’ mental lexicon <strong>of</strong> an adequate vocabulary consisting <strong>of</strong> high frequent words was repeatedly emphasized by researchers in second language learning (Carter & McCarthy, 1988; Cobb & Horst, 2001; Kyongho & Nation, 1989; Nation, 2001). It was estimated that the most frequent 1000 word families <strong>of</strong> English, including words such as put, end, come and difficult, <strong>of</strong>fer a coverage <strong>of</strong> approximately 75% in any text (Cobb & Horst, 2001). Apparently, the return for learning a core vocabulary consisting <strong>of</strong> the most frequent words is significant. Based on the assumption that learning burden could be 10
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 and 16: consultation for second language le
Page 17: vastly reinforced with the ease and
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
Page 67 and 68: 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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