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

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3.6. Data Analysis There are two main research directions in this study. First, we investigated the feasibility <strong>of</strong> incorporating several vocabulary learning implications drawn from previous studies to construct an on-line extensive reading syllabus and to evaluate subjects’ vocabulary learning outcome after learning from the syllabus. Second, we examined the issue <strong>of</strong> how many exposures <strong>of</strong> target words are needed for Taiwanese college learners’ learning <strong>of</strong> receptive and productive word knowledge. Our detailed research questions are as follows. 1. Is it feasible to incorporate on-line searching tools, gloss, word lists, and computerized sequencing techniques to an on-line extensive reading syllabus for vocabulary learning purpose? What problems or limitations will be encountered? 2. What is learners’ feedback on the on-line extensive reading syllabus? 2a. What is learners’ attitude towards the on-line extensive reading syllabus? 2b. What are learners’ difficulties and recommendations towards the on-line extensive reading syllabus? 3. If the on-line extensive reading syllabus is effective in leading to vocabulary acquisition, how many exposures <strong>of</strong> words do learners have to encounter for successful word acquisition? 3a. How much exposure <strong>of</strong> word is required to lead to learners’ receptive word knowledge? 3b. How much exposure <strong>of</strong> word is required to lead to learners’ productive word knowledge? Quantitative analyses were conducted for the above research questions. First, by recording and observing computer programming process, we wish to report the 53
technical feasibility <strong>of</strong> incorporating on-line resources, gloss, word lists, and computerized sequencing techniques into a pedagogically appropriate on-line extensive reading syllabus. Limitations and difficulties <strong>of</strong> developing an on-line extensive reading syllabus for vocabulary learning purpose are discussed to answer our first research question. To answer research question 2, data collected from the Evaluation Questionnaire were analyzed. To answer research question 3, learners’ performances in both pretest and posttest were analyzed. The pretest aimed to double check subjects’ unfamiliar knowledge on target words, and its outcome was compared with posttest performances. Learners’ performances on posttest and recordings <strong>of</strong> the times that target words appeared throughout the extensive reading practice were employed to answer research question 3. In order to do this, the posttest scores and the frequency <strong>of</strong> exposure <strong>of</strong> target words were compared with ANOVA. 54
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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
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4.3. Discussion 70 4.3.1. The Feasi
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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 and 58: score of 2. If a t
Page 59 and 60: Table 3.9 Instruments used in the s
Page 61: had finished all sixteen texts. The
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□__________
Page 109 and 110: 26. optimistic 27. consumption 28.
Page 111 and 112: 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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