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

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3.3.2 Four Word Lists As was pointed out by Laufer (1989), a 95% coverage <strong>of</strong> words is needed for learners to adequately understand a text. Therefore, if our goal is for learners to be able to read texts like those in the Sinorama magazine after finishing reading texts in the on-line extensive reading syllabus, then a set <strong>of</strong> word list able to account for 95% coverage in Sinorama texts is required. Moreover, according to Ghadirian’s work (2003), word lists were further subdivided into the familiar word list and the unfamiliar word list for the purpose <strong>of</strong> sequencing texts based on their difficulty level. Thus, judging familiar words and determining target words suitable for learners’ need was another criterion to take into consideration in addition to word lists with 95% coverage. Two word lists were first identified as learners’ familiar word lists in our study: the General Service Word List (West, 1953) and the High School Frequent Word List (鄭恆雄, 2002; 2003). The General Service Word List (GSL) includes about 2000 English word families based on printed and written materials such as encyclopedias, magazines, textbooks, novels, and poetry. This list is <strong>of</strong>ten used as a basis for English courses and simplified reading texts. Previous studies have confirmed that knowledge <strong>of</strong> words in GSL generally gives access to about 80% <strong>of</strong> the words in any written texts (Worthington & Nation, 1996). Though GSL was developed some time ago, it has remained the best <strong>of</strong> the available lists because <strong>of</strong> its information about the frequency <strong>of</strong> each word’s various meanings (Nation & Waring, 1997). Based on the word families in GSL, Nation (2001) specified the words belonging in each family and developed a word lists containing 7827 words. From the previous word list studies, we reasoned that no one word list could be used for all learners and consideration <strong>of</strong> word lists as teaching materials should be conditional upon specific learners’ needs. For this reason, the High School Frequent 29
Word List (鄭恆雄, 2002; 2003), which includes the most frequent and useful 4600 words for high school students in Taiwan was employed in order to compensate GSL. The High School Frequent Word List (HSF) was constructed by consulting previously developed popular word lists such as GSL and COBUILD (Sinclair, 1995), and modification on frequent words in these lists were conducted for Taiwanese high school learners <strong>of</strong> English. It was used as a guideline for writing high school English textbooks in Taiwan and therefore, college freshmen supposedly should have already acquired these words when they were in high school. Since the original HSF word lists does not provide the words belonging in each family, we completed the words for each family by specifying the common inflectional forms such as –ing, -ly, or –ed and affixed words such as –un, -ment, or -tion using Visual FoxPro 7.0. Three teachers were involved in determining items in each word family to ensure the inclusion for each entry was indeed frequently used. As a result, 7256 words were determined as the HSF. The GSL and HSF together are thus able to address learners’ background English learning experiences and were determined as familiar word lists in our on-line extensive reading syllabus. To identify target word lists, learners’ learning purpose was also our first priority. That is, depending on learners’ learning goals, learning words in the identified target word lists should take priority over learning other kinds <strong>of</strong> vocabulary. The first target word list that we selected was Xue and Nation’s University Word List (UWL, 1984). This word list consists <strong>of</strong> 800 word families, 3685 words, not in the GSL but frequently found in academic texts (Nation & Kyongho, 1995). This academic vocabulary gives an 8.5% coverage <strong>of</strong> academic text and 3.9% coverage <strong>of</strong> newspapers (Kyongho & Nation, 1989). Since our learners are college freshmen expecting to meet unsimplified English textbooks in future studies, adding UWL as a target word list could be an introduction to these highly useful academic words. 30
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 and 34: 2.7. Summary We incorporated the em
Page 35 and 36: 3.1. Overview Chapter Three METHODO
Page 37: The Sinorama magazine is dedicated
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
Page 85 and 86: measurement tool for its function <
Page 87 and 88: learners’ processing of</
Page 89 and 90:
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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