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

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aise readers’ awareness and attention. The exposed words from previous reading texts, on the other hand, were highlighted in green in texts to remind readers that they have seen these words before. Ideally, the words in target word lists will gradually be included into the Exposed Word List after learners have been exposed to more readings during the extensive reading practice. The Exposed Word List also keeps track <strong>of</strong> how many times each word is exposed to learners during their extensive reading practice. It was hoped that with the above sorting process, a text which contains the most familiar words, the least target words, and the most exposed words would be placed in sequence. For the purpose <strong>of</strong> measuring learners’ vocabulary acquisition, we selected the first sixteen texts in the sequence for learners’ extensive reading practice. However, after a test run with the Sinorama texts, it was discovered that the first sixteen texts placed on the sequence were not able to reach a satisfying repetitive target word exposure rate. The easiest text place on the syllabus reached a familiar word rate <strong>of</strong> 99%, indicating that the rate <strong>of</strong> words from the target word lists along with other unfamiliar words outside the four word lists was extremely low. As a result <strong>of</strong> this test run, the rate <strong>of</strong> the target words in the sixteen texts placed on syllabus was relatively low, the low rate <strong>of</strong> target words implied that there were less target words for learners to repetitively encounter in letter texts. Among the first five texts, only one word repetitively occurred in the third and fifth text. In an attempt to overcome the low repetitive rate, we arranged another screening criterion. Since a 2%-5% <strong>of</strong> unfamiliar word rate within a text was suggested as an optimal incidental vocabulary learning condition for second language learners (Nation, 2001), the original procedure <strong>of</strong> locating the easiest text have found texts which contained too little target words for learners to learn. We refined our screening procedure with the 2%-5% unfamiliar word rate suggestion in order to provide more 35
target words within each text. After sifting texts which met the 95% demand, instead <strong>of</strong> immediately selecting the easiest text (the one with the most familiar word and least target word), the program activated its new sifting guideline at this point, locating texts which contains 2%-5% unfamiliar words. Notice that by 2%-5% unfamiliar words, we mean that for each text, words from the two target word lists and other unfamiliar words outside the four word lists together, would range from 2%-5%. To do this, each text was again compared to the four word lists. After this new procedure, the program then continued to find the easiest text within the remaining texts and finished up the whole process by searching the one with the most exposed words. Compared to the original procedure, this new criterion ensured that the first few texts placed on the syllabus will not only be comprehensible but also contained certain number <strong>of</strong> target words for learners to acquire. Lastly, the highlighting <strong>of</strong> target words in red and exposed words in green were incorporated after the refined sequencing procedures. During the process <strong>of</strong> sequencing, some texts may possess the same percentage <strong>of</strong> familiar words, target words, and repetitive words. When this occurs, one text should be selected in order for the program to run the next text on the sequence. Human intervention takes over the responsibility <strong>of</strong> deciding which text to choose at this point. While the program listed out titles <strong>of</strong> the texts with the same learning conditions, the researcher selected the one text most likely to be interested to the target reader for the program to continue sifting the next text. By examining the words in the exposed word list, the new version <strong>of</strong> sequencing process can indeed raise repetitive word rate. As a result, a total <strong>of</strong> thirty sequenced texts were placed on our syllabus. Again, for the purpose <strong>of</strong> measuring learners’ word acquisition, only the first sixteen texts were used as reading materials for learners to read. With regards to the goal <strong>of</strong> ensuring comprehensible input and target word 36
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 and 40: Word List (鄭恆雄, 2002; 2003),
Page 41 and 42: for the cut off po
Page 43: TextLadder; instead, our program pu
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
Page 91 and 92: 5.1. Overview Chapter Five Conclusi
Page 93 and 94: with the same group of</str
Page 95 and 96:
also accelerate sequencing time wit
Page 97 and 98:
esponsible for connecting the two b
Page 99 and 100:
REFERENCES Berman, R.A. (1984 ). Sy
Page 101 and 102:
Hulstijn, J. H., Hollander, M., & G
Page 103 and 104:
Rationale for Pedagogy (pp. 174-200
Page 105 and 106:
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
Page 113 and 114:
21.calligraphy: I. 我對這個字
Page 115 and 116:
41.insufficient: I. 我對這個字
Page 117 and 118:
3 points entrepreneur: (item three
Page 119 and 120:
Appendix F The In-class Evaluation
Page 121 and 122:
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) (
Page 131 and 132:
Appendix P Results of</stro
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