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

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syllabus. The evaluation questionnaire includes the following four categories: system interface design, features fostering vocabulary learning, features <strong>of</strong> reading texts, and future learning motivation. It is supposed that learners’ fresh impressions on the extensive reading syllabus would provide more beneficial feedback for some <strong>of</strong> the designed questions. For example, the ones related to system interface design. Therefore, questions closely related to specific features <strong>of</strong> the online extensive reading syllabus were programmed online for learners to do immediately after they have finished all sixteen readings. Questions which require lesser reading experience impressions were collected together and distributed in class one week after all learners have completed the sixteen readings (See Appendix E and Appendix F). The five instruments employed in the current study are summarized in Table 3.9. 49
Table 3.9 Instruments used in the study Instruments Functions 1. Pretest To investigate students’ previous word knowledge and to ensure unfamiliarity <strong>of</strong> target words. 2. Posttest 1. To investigate the effectiveness <strong>of</strong> (the Vocabulary Knowledge Scale) vocabulary acquisition through the on-line extensive reading syllabus 2. To investigate the relationship <strong>of</strong> exposures <strong>of</strong> target words and the degree <strong>of</strong> learners’ vocabulary acquisition. 3. Background Questionnaire To obtain information about learners’ previous experiences on computer use and extensive reading experiences. 4. Online Evaluation Questionnaire To probe into learners’ perception toward the on-lien extensive reading syllabus on issues closely related to specific features <strong>of</strong> the online extensive reading syllabus. 5.In-class Evaluation Questionnaire To probe into learners’ perception toward the on-line extensive reading syllabus. 3.5. Procedures An on-line extensive reading syllabus was first designed and programmed with systematic control <strong>of</strong> unfamiliar words in the selected texts to be read before exposing participants to it. An evaluation experiment was designed to assess the program’s effect. The experimental procedures proceeded from December, 2003 to March, 2004. An in-class pretest, a consent form (see Appendix M), and a Background questionnaire were distributed at the end <strong>of</strong> the first semester before participants were exposed to the extensive reading syllabus. Then, participants were provided with the chance to become familiar with the on-line extensive reading syllabus from January, 1, 50
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國立清華大學碩士論文英
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Abstract Incidental vocabulary lear
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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 and 54: 3.3.4 Glossing of
Page 55 and 56: participants were required put a ch
Page 57: score of 2. If a t
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
Page 107 and 108: 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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