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

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中文摘要透過英文閱讀途徑非刻意所習得的單字(Incidental vocabulary learning) 已成為成人終身學習中常見的一環;因此,我們經常鼓勵第二外語學習者培養泛讀 (extensive reading)習慣以增進單字能力。然而,第二外語學習者在閱讀時卻常因為認字率不高而無法準確猜出新單字的意思,或因為新單字重複率低而難以對新單字有再次遇見及深入的瞭解和認識的機會。準備適合不同單字程度之學習者以及新單字重複率高的閱讀教材一直是英語教學界的一大挑戰。隨著字彙表相關研究以及量化語料庫分析的進步,適合不同學習者且具有 i+1 可理解輸入 (comprehensible input)的閱讀教材可經由電腦分析以更快速準確的方式篩選出來。此研究旨在研發一線上閱讀環境,內含自動選文功能,融入種種線上單字學習工具,以提供學習者認字率高且新單字重複率高的閱讀教材。我們並測試受試者使用此教材的單字學習狀況。我們的研究問題包含(一)將此線上閱讀環境融入課程之可行性,(二)受試者對於自動篩選線上閱讀教材之反應,(三)在線上閱讀教材自動篩選系統的學習環境中,學習者對於學會新單字所需的接觸次數。自動篩選系統根據四種字彙表 (The General Service Word List, 大學入學考試中心高中英文參考字彙表, The University Word List, Sinorama Frequent Word List)將文章排序。系統篩選後, 將較為簡單且新單字重複率高的文章排序列為優先。此外,我們也將三種線上工具:中文註解、雙語索引工具、以及以不同顏色標明文章中新單字,融入該線上閱讀的學習環境中。38 位大一非英文系學生參與此實驗,在約 12 週內閱讀 16 篇由自動篩選系統所選出來的文章。實驗進行前,受試者填寫一份背景問卷。所有受試者的字彙學習情況皆接受前測及後測評量。實驗結束後,受試者填寫一份線上評估問卷及一份紙筆評估問卷。資料分析結果,顯示第一、結合種種線上工具及自動篩選過之閱讀教材對於單字學習是可行的,學生對單字認識有顯著的進步。第二、問卷結果顯示受試者對利用線上閱讀教材自動篩選系統抱持著正面的態度,並肯定其學習單字的功能。第三、在此閱讀環境中,15 次的新單字接觸次數尚不足讓學生將新單字用於理解及表達。本研究結果顯示利用英文線上閱讀教材自動篩選及泛讀學習可提升英文單字能力。此外,我們認為該線上閱讀教材自動篩選系統有助於教師融合課堂中顯性教學(explicit teaching)的精讀(intensive reading)課程以及課外隱性學習(implicit learning)的泛讀練習,使學習者的單字學習更為有效。最後,此研究提供了利用線上閱讀教材自動選文系統的教學建議以及未來系統設計修正方向。 i
Abstract Incidental vocabulary learning while extensive reading has been regarded as common for adults’ life-long learning <strong>of</strong> a foreign language. Extensive reading is therefore encouraged to L2 learners for enhancing vocabulary ability. However, while reading, L2 learners <strong>of</strong>ten struggle with their lack <strong>of</strong> sufficient word knowledge necessary for precise guessing <strong>of</strong> word meanings and the ample opportunities to encounter words repeatedly within various contexts required for more complicated word development. Preparing texts reaching adequate familiar word coverage for specific groups <strong>of</strong> learners and at the same time ensuring sufficient repetition for target words is <strong>of</strong>ten challenging. With the help <strong>of</strong> word lists research and the advances <strong>of</strong> quantitative corpus analyses using word frequency computer programs, texts with i+1 (comprehensible input) are easier to obtain. By incorporating various online tools, an effectiveness research study <strong>of</strong> using an online extensive reading program with careful control <strong>of</strong> vocabulary difficulty and repetitive target word exposure was conducted. This study originated from an exploratory issue <strong>of</strong> what happens to the English teaching process when we incorporate an online extensive reading syllabus with graded texts for vocabulary acquisition purposes. The online extensive reading syllabus was developed by graded texts, gloss, a bilingual concordancer, and highlights <strong>of</strong> target words. With four word lists, the General Service Word List, the Senior High Student’s Word List in Taiwan, the University Word List, and a high frequent word list, a text grader program filtered articles based on vocabulary difficulty out <strong>of</strong> the original 5008 articles <strong>of</strong> a parallel corpus, Sinorama. Easier texts were sequenced first to provide texts with i+1 and repetitive exposure <strong>of</strong> target words was ensured to induce quality incidental vocabulary acquisition. The online ii
Page 1: 國立清華大學碩士論文英
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
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Page 17 and 18: vastly reinforced with the ease and
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Page 21 and 22: inging learners who are competent <
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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),
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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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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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