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

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exposure is needed in order to lead to different degrees <strong>of</strong> vocabulary acquisition was investigated. To facilitate vocabulary acquisition, highlighting in reading texts to raise learner awareness, texts graded by specific word lists to accelerate vocabulary learning, and gloss as well as an on-line searching tool to ensure correct inference <strong>of</strong> word meanings will be integrated. Since Zahar, Cobb, and Spada (2001) suggested learner level to be a factor influencing the frequency issue, we attempted to identify the frequency question within a single learning context and learner population in order to limit the influence <strong>of</strong> other factors. The research questions in this study are as follows: 1. Is it feasible to incorporate on-line searching tools, gloss, word lists, and computerized sequencing techniques to an on-line extensive reading syllabus for college learners’ vocabulary learning purpose? What problems or limitations will be encountered? 2. What is learners’ feedback on the on-line extensive reading syllabus? 2a. What is learners’ attitude towards the on-line extensive reading syllabus? 2b. What are learners’ difficulties and recommendations towards the on-line extensive reading syllabus? 3. If the on-line extensive reading syllabus is effective in leading to vocabulary acquisition, how much exposure <strong>of</strong> words do learners have to encounter for successful word acquisition? 3a. How much exposure <strong>of</strong> word is required to lead to learners’ receptive word knowledge? 3b. How much exposure <strong>of</strong> word is required to lead to learners’ productive word knowledge? 25
3.1. Overview Chapter Three METHODOLOGY In this study, an on-line extensive reading syllabus was designed and developed based on previous research implications on effective online vocabulary learning. We wish to probe into the issue <strong>of</strong> the feasibility <strong>of</strong> constructing an on-line extensive reading syllabus that provides comprehensible input with control <strong>of</strong> target words and repetitious exposure to those words and to evaluate subjects’ vocabulary learning outcome after using this tool. Second, we wish to examine the issue <strong>of</strong> how much exposure <strong>of</strong> target words is needed for Taiwanese college learners’ learning <strong>of</strong> receptive and productive word knowledge. A one-group pretest and posttest design was adopted. This chapter presents the methodology for constructing the extensive reading syllabus and the experiment in order to address incidental vocabulary learning effectiveness. Details on participants, instruments, procedures, and data analyses are discussed. 3.2. Participants Participants involved 70 college freshmen students in a public university <strong>of</strong> northern Taiwan. These students were from two intact classes and were taking the course, Freshmen English, as a required course. Freshmen English is a one-year course emphasizing English listening, speaking, reading, and writing. Its aim is to prepare students with reading and writing competence for academic purposes and also equip them with public speaking ability. All <strong>of</strong> the 70 participants have had at least six years <strong>of</strong> formal English learning experiences from junior high to senior high school and were estimated to be in the intermediate level regarding their overall English competence. Such previous learning experience in high school and the 26
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 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: 2.7. Summary We incorporated the em
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
Page 69 and 70: estimation of lear
Page 71 and 72: words from known words. The provisi
Page 73 and 74: vocabulary level, on the other hand
Page 75 and 76: 4.2.4 The results of</stron
Page 77 and 78: Table 4.11 shows learners’ respon
Page 79 and 80: 4.3 Discussion 4.3.1. The feasibili
Page 81 and 82: direct phonetic translations <stron
Page 83 and 84: 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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