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

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eading program was furthermore enhanced with gloss, a bilingual concordancer, and highlights <strong>of</strong> target words. Thirty-eight English-as-a-foreign-language college freshmen learners were recruited to read 16 sequenced texts using the online extensive reading syllabus within a period <strong>of</strong> 12 weeks. A pretest, a posttest, a background questionnaire, an online evaluation questionnaire, and an in-class evaluation questionnaire were used as instruments for data collection. In addition to feasibility, our second concern is to which extent learners liked the online extensive reading syllabus. Finally, the study takes an interest in exploring the issue <strong>of</strong> the amount <strong>of</strong> exposure required for successful receptive and productive incidental vocabulary acquisition while reading extensively. Through data analyses, the following findings were obtained. First, technically, though manual efforts were laborious during certain steps in the selection and sequencing processes, texts with comprehensible vocabulary were successfully chosen and arranged with various online tools. Second, pedagogically, learners’ word gains were found and their attitudes towards the online extensive reading syllabus were mostly positive after reading online. Yet, learners’ inexperience in extensive reading was observed to somewhat impede the meaning making process during reading. Third, no definite answer was found with regards to the amount <strong>of</strong> exposure necessary for receptive and productive vocabulary acquisition. It is estimated that, with texts <strong>of</strong> such difficult level in the study, in order for learners to recall meanings <strong>of</strong> target words, an exposure amount <strong>of</strong> at least 15 times are needed in an online extensive reading environment. The results <strong>of</strong> the study showed that the online extensive reading syllabus could foster incidental vocabulary learning while reading. Moreover, it is suggested that accompanied with in-class explicit instruction, the online extensive reading syllabus with implicit learning material, could serve as a bridge linking explicit teaching and iii
implicit learning for learners’ quality vocabulary acquisition. Finally, teaching implications recommended teachers’ input on reading strategy training, word instruction, and evaluation for better incorporation <strong>of</strong> explicit teaching and implicit learning using the online extensive reading syllabus. With regards to directions for future refinements on developing an online extensive reading syllabus, tools which foster learner interaction were encouraged for effective incidental vocabulary learning. iv
Page 1 and 2: 國立清華大學碩士論文英
Page 3: Abstract Incidental vocabulary lear
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 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
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participants were required put a ch
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score of 2. If a t
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Table 3.9 Instruments used in the s
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had finished all sixteen texts. The
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technical feasibility of</s
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a result, valid subjects dropped fr
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Table 4.2 Learners’ perspectives
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estimation of lear
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words from known words. The provisi
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vocabulary level, on the other hand
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4.2.4 The results of</stron
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Table 4.11 shows learners’ respon
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4.3 Discussion 4.3.1. The feasibili
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direct phonetic translations <stron
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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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