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

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words highlighted in red and exposed words highlighted in green, the glossing for target words and proper nouns, access to on-line bilingual concordsancer, TotalRecall, and three comprehension exercises on-line. 3.4. Instruments Five types <strong>of</strong> instruments were used in this study. First, two sets <strong>of</strong> tests (a pretest and a posttest) were designed for assessing learners’ vocabulary learning after being exposed to the on-line extensive reading syllabus. Secondly, three questionnaires (a background questionnaire, an online evaluation questionnaire and an in class evaluation questionnaire) were distributed for tapping into learners’ English learning background and their reflections after the on-line extensive reading experiences. 3.4.1 Pretest In the pretest, a list on target words chosen within the sixteen reading texts along with words from the GSL and HSF lists (familiar word lists) were randomly selected and distributed for the purpose <strong>of</strong> measuring participants’ vocabulary knowledge and ensuring target words to be unfamiliar to participants (See Appendix B). There were a total <strong>of</strong> 60 items in the pretest including 50 target words (item 1 to item 50) and 10 familiar words (item 51 to item 60). The 50 target words were chosen according to the Exposed Word List in which numbers <strong>of</strong> exposure <strong>of</strong> each target word appeared in the sixteen reading texts were recorded. The record showed that among the target words, 29 <strong>of</strong> them appeared more than six times. These 29 words which appeared more than six times were all included in the test. For words appearing under six times, we randomly selected ten words from words appearing 3 to 4 times and eleven words from words appearing only once, making up a total <strong>of</strong> 50 word items. The same 50 target words were tested in the posttest. In the pretest, 45
participants were required put a check on the words they have seen before and try to provide an English definition or Chinese translation besides these words (see Appendix B). They were to leave blank the words they have not seen before. Correct target words and familiar word were graded and transformed to respectively with 100% for each section. Each correct item in the target word section is scored 2 points whereas a correct item in familiar word section is scored 10 points. 3.4.2 Posttest In order for more precise vocabulary measurement, we selected a measure that is able to capture stages <strong>of</strong> vocabulary learning, the Vocabulary Knowledge Scale (Paribakht & Wesche, 1996). The Vocabulary Knowledge Scale is developed “to capture initial stages or levels in word learning that are subject to accurate self-report or efficient demonstration, and that are precise enough to reflect gains during a relatively brief instructional period” (Paribakht & Wesche, 1996, p. 33). The Vocabulary Knowledge Scale (VKS) uses a combination <strong>of</strong> self-reported and demonstrated knowledge on a specific word for its scaling. An elicitation scale self-report category is as shown in Table 3.7. Table 3.7 Self-report categories in the VKS elicitation scale (Read, 2000, p 133) ____________________________________________________________________ Self-report Categories ------------------------------------------------------------------------------------------------------ I. I don’t remember having seen this word before. II. I have seen this word before, but I don’t know what it means. III. I have seen this word before, and I think it means ____________. (synonym or translation). IV. I know this word. It means ___________. (synonym or translation) V. I can use this word in a sentence: _____________. (If you do this section, please also do Section IV.) ____________________________________________________________________ 46
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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 and 50: 7. into the Exposed Word List Selec
Page 51 and 52: Table 3. 5. A comparison between Gh
Page 53: 3.3.4 Glossing of
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
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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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