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

2.7. Summary
We incorporated the empirical results and pedagogical implications from the
literature into the current study. They are succinctly underscored in 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
learning to occur.
2. 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.
3. Using high frequency word lists to filter appropriate instructional material can
substantively accelerate learners’ vocabulary growth.
4. Selection <strong>of</strong> particular sets <strong>of</strong> word lists should be conditional upon learners’
specific needs.
5. Though computerized text sequencing has its limitations and its effectiveness has
not been tested, it possesses the potential <strong>of</strong> reducing learners’ vocabulary load
and increasing target word exposures. More refinements may induce better
learning results.
6. For word acquisition, frequency <strong>of</strong> exposures to target words remains an unsettled
issue awaiting for careful investigation with clearly defined learners’ background
and vocabulary measurements.
In the current study, an extensive reading syllabus was developed by refining
Ghadirian’s (2003) sequencing methods in order to provide more comprehensible
reading context and more encounters with target words. Further, how much
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