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

More documents

Recommendations

Info

Table 4.3 Learners’ extensive reading experience Item 13~15 Learners’ Extensive Reading Experiences 13. In the past English classes, my teachers have encouraged me to form extensive reading habits. Yes 78.9% (30/38) No 21.1% (8/38) 14. I have extensive reading habit. Yes 13.2% (5/38) No 86.8% (33/38) 15. The reasons why I do not have extensive reading habits. 4.2.2 The results <strong>of</strong> the pretest 59 No time to read 28% (14/50) No time to find suitable material 24% (12/50) Most materials are too difficult to comprehend 20% (10/50) Cannot find interesting materials 16% (8/50) Have no interest in learning English 12% (6/50) The pretest was designed to tap into learners’ initial word knowledge with an aim to locate learners’ unknown words for use <strong>of</strong> measuring the amount <strong>of</strong> word exposure leading to vocabulary acquisition. In the pretest, learners were to put a check by the word that they have seen before and try to provide a Chinese translation for it. Two sets <strong>of</strong> words were included in the pretest, familiar words which included ten words randomly selected from the familiar word lists, GSL and HSF, and unfamiliar words which were fifty randomly chosen target words grouped according to their amount <strong>of</strong> exposure in the sixteen readings. The 60 words were graded and transformed respectively to 100% with each correct familiar word scoring 10 points and each correct unfamiliar word scoring 2 points. An independent t-test was run to determine whether learners’ performances on these two sets <strong>of</strong> words differ. With mean scores <strong>of</strong> 84.73 and 39 respectively, significant differences between familiar and unfamiliar words were revealed (t(2/38)=12.737, p
estimation <strong>of</strong> learners’ vocabulary level when we used the four word lists as criteria <strong>of</strong> selection (see Table 4.4). Table 4.4 The independent t-test for familiar and unfamiliar words in the pretest n Mean SD t value df p Familiar Words 38 84.74 15.89 12.737 74 .000* Unfamiliar Words 38 39.00 15.41 Note: p
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 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 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: Table 4.2 Learners’ perspectives
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
Page 113 and 114: 21.calligraphy: I. 我對這個字
Page 115 and 116: 41.insufficient: I. 我對這個字
Page 117 and 118: 3 points entrepreneur: (item three
Page 119 and 120:
Appendix F The In-class Evaluation
Page 121 and 122:
Appendix H The Introductory Page on
Page 123 and 124:
Appendix J A Search Example <strong
Page 125 and 126:
Appendix L Student Reading Process
Page 127 and 128:
第 1-6 題電腦方面 Appendix N
Page 129 and 130:
13(2). 英文雜誌 41.7% (28/67) (
Page 131 and 132:
Appendix P Results of</stro
show all

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

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?