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

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acquisition, how much exposure <strong>of</strong> words do learners have to encounter for successful word acquisition? 3a. How much exposure <strong>of</strong> word are required to lead to learners’ receptive word knowledge? 3b. How much exposure <strong>of</strong> word are required to lead to learners’ productive word knowledge? The answer concerning the amount <strong>of</strong> exposure necessary for successful receptive and productive word knowledge is inconclusive. Learners were not able to recall correct translations even for words which had appeared up to 15 times. It could only be assumed that an amount <strong>of</strong> exposure <strong>of</strong> at least 15 times is required for word acquisition within extensive reading contexts. Inferenceability in authentic materials, learners’ shallow depth <strong>of</strong> processing, difficulty <strong>of</strong> target words, and individual differences were reasoned as factors for such results. 81
5.1. Overview Chapter Five Conclusion This study originated from an exploratory issue <strong>of</strong> what happens to the English teaching process when we incorporate an online extensive reading syllabus for vocabulary acquisition purposes. The online extensive reading syllabus was developed by integrating word lists and quantitative corpus analyses using word frequency computer programs. With four word lists, The General Service Word List, the Senior High Student’s Word List in Taiwan, the University Word List, and a high frequent word list out <strong>of</strong> the original 5008 articles <strong>of</strong> a parallel corpus, Sinorama, the syllabus graded articles based on filtering texts according to vocabulary difficulty. Easier texts were sequenced first to provide texts with i+1 and repetitive exposure <strong>of</strong> target words was ensured to induce quality incidental vocabulary acquisition. The syllabus was furthermore enhanced with gloss, a bilingual concordancer, and highlights <strong>of</strong> target words. Thirty-eight English-as-a-foreign-language college freshmen learners were recruited to read 16 sequenced texts using the online extensive reading syllabus within a period <strong>of</strong> 12 weeks. A pretest, a posttest, a background questionnaire, an online evaluation questionnaire, and an in-class evaluation questionnaire were used as instruments for data collection. In addition to feasibility, our second concern is to which extent do learners liked the online extensive reading syllabus. Finally, the study takes an interest in exploring the issue <strong>of</strong> the amount <strong>of</strong> exposure required for successful receptive and productive incidental vocabulary acquisition while reading extensively. The results <strong>of</strong> the study indicate that it is both technically and pedagogically feasible to incorporate an online extensive reading syllabus into English learning at 82
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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
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competence (Elley, 1991; Hafiz & Tu
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EFL classes, and determining the am
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consultation for second language le
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vastly reinforced with the ease and
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learning to occur. 2. Word meaning
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inging learners who are competent <
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(1993) suggested a required 5,000 w
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words in this set of</stron
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Besides the above potential limitat
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immediately after reading, one week
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2.6. Measuring Incidental Vocabular
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2.7. Summary We incorporated the em
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3.1. Overview Chapter Three METHODO
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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 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: not be untangled without considerin
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
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