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

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To this point, we have identified two familiar word lists, the GSL and HSF, and one target word list, UWL, yet, after comparing all the running words in the 5008 texts in the Sinorama magazine, we found these three word lists together unable to reach the 95% coverage suggested by Laufer (1989). In order to calculate percentage coverage <strong>of</strong> word lists in Sinorama texts, all proper nouns and punctuation marks were first deleted from texts. Percentages were then calculated by comparing words in each word list to all running words in Sinorama. The results showed that the GSL and the HSF together give a coverage <strong>of</strong> 92.1%, whereas GSL, HSF, and UWL together make a coverage <strong>of</strong> 93.48%. In other words, knowing all the words in these three word lists (GSL, HSF, and UWL) are still not sufficient enough to have adequate comprehension in all Sinorama texts. Therefore, a fourth word list was developed by directly using the corpora we have available, texts from the Sinorama magazine. We extracted the most frequently used words in Sinorama texts and excluded the ones that are already listed in GSL, HSF, and UWL. With GSL, HSF, and UWL making up around 93% text coverage, we wish to extract other high frequent words not on these three word lists but used frequently in Sinorama texts in order to make up the remaining 2% for reaching 95% coverage. In order to do this, a s<strong>of</strong>tware package, Visual FoxPro 7.0 was used. This s<strong>of</strong>tware package possesses programming functions on its built-in database. In other words, by using Visual FoxPro 7.0 we were able to store reading texts and word lists in the database and at the same time operate computer programming for manipulating texts in the same s<strong>of</strong>tware. To develop a new word list, first, all words used in Sinorama texts were listed in order along with a figure <strong>of</strong> their frequency <strong>of</strong> occurrences in Sinorama texts. Words that are already included in GSL, HSF, or UWL are deleted. Then, we begin to look 31
for the cut <strong>of</strong>f point in word frequency in order to form our next word list. By including the frequent words in Sinorama magazine to the other three word lists according to frequency counts and compare it to the running words <strong>of</strong> Sinorama texts, it was found that 781words which appear more than 124 times in the Sinorama texts together with GSL, HSF, and UWL are able to achieve a 96.61% coverage in Sinorama texts. Since these 781 running words are beyond the familiar word lists, GSL and HSF, we then identified this fourth word list, the Sinorama High Frequent Word List (SHF) as another target word list. In sum, there were a total <strong>of</strong> four word lists needed to screen appropriate text difficulty level for our on-line extensive reading syllabus, GSL, HSF, UWL, and SHF. GSL and HSF are determined as familiar words already acquired by learners before they are exposed to this extensive reading syllabus, and UWL and SHF are target word lists that learners will be expected to acquire while reading in the syllabus. There are a total <strong>of</strong> 8234 words in these four lists and they are able to meet the 96.61% coverage within Sinorama texts. The following table is a summary <strong>of</strong> the four word lists. Table 3.1 Summary <strong>of</strong> four word lists Names <strong>of</strong> the lists Number <strong>of</strong> cumulated words GSL (familiar word list) 7827 84.7% HSF (familiar word list) 9712 92.01% UWL (target word list) SHF (target word list) 12833 93.48% 13614 96.61% Total 13614 96.61% 32 Cumulated % coverage
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 and 38: The Sinorama magazine is dedicated
Page 39: Word List (鄭恆雄, 2002; 2003),
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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