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

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41 into the Exposed Word List words from Text #1, Text #2, and Text #3. In order to gain a clearer picture on the differences between Ghadirian’s (2002) study and the current one, a comparison on the target learners, texts, and the study goals are displayed in Table 3.5. With regards to the sequencing improvements incorporated by the current study to Ghadirian’s (2002) study, Table 3.6 demonstrated the adjusted procedures in bold print. Broadly speaking, inspired by Ghadirian’s (2002) TextLadder, the current study attempted to refine TextLadder’s sequencing procedures and to test the effectiveness <strong>of</strong> sequenced texts on vocabulary learning by working with specified learners and analyzing a smaller number <strong>of</strong> reading texts.
Table 3. 5. A comparison between Ghardirian’s (2002) study and the current study Differences Ghardirian’s study The current study Target learners EFL learners (level not Taiwanese college specified) freshemen (intermediate EFL learners) Target texts Voice <strong>of</strong> America simplified news texts Sinorama texts Familiar word lists The first 176 words <strong>of</strong> GSL (familiar words), GSL, and other words found in a broad range <strong>of</strong> elementary texts HSF (familiar words) Unfamiliar word lists GSL (words other than UWL (unfamiliar words), the first 176 words), Voice <strong>of</strong> America Special word list, UWL, Longman Defining Dictionary word list SHF (unfamiliar words) Length <strong>of</strong> target texts 300-1500 words 1500-3000 words Goals 1. Ensuring each text contain reasonable small number <strong>of</strong> unfamiliar words. 2. Ensuring that most <strong>of</strong> the words in the word lists will be encountered five times or more. 42 1. Ensuring each text contained reasonable small number <strong>of</strong> unfamiliar words. 2. Ensuring that target words will be encountered repetitively. 3. Controlling the interval <strong>of</strong> target word encounter. 4. Testing whether sequenced texts can result in measurable vocabulary learning. 5. Finding out the amount <strong>of</strong> exposure needed for successful word acquisition.
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 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: 7. into the Exposed Word List Selec
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
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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
Page 113 and 114:
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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