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

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word knowledge. The puzzle could be further clarified if more target word repetitions could be provided within reading texts. In addition, with careful control <strong>of</strong> target word difficulty and selections <strong>of</strong> reading texts, future research might be able to explore into the amount <strong>of</strong> exposure issue with more generalizable answers. Future research should also consider the effects <strong>of</strong> individual differences factors such as reading experiences, vocabulary level, and additional potential learner variables which might account for differences in L2 incidental vocabulary while reading. 5.4. Developmental Implications for an Online Extensive Reading Syllabus The most immediate developmental direction for the online extensive reading syllabus is to incorporate substantive corpora and word lists <strong>of</strong> various levels in order to meet the learning demands <strong>of</strong> different learners. Moreover, the laborious manual modification invested during glossing process urged a more plausible method able to generate gloss within an online extensive reading syllabus. Besides addressing the need <strong>of</strong> diverse groups <strong>of</strong> learners, the online extensive reading syllabus could be more adaptive to individual learners by introducing some extent <strong>of</strong> learners’ involvement in the process <strong>of</strong> selecting texts. First, if texts could be pre-arranged according to text topics, such as sports, health, entertainment or arts, learners can be provided with the opportunity <strong>of</strong> choosing to read texts under the topics which interest them. In order to encourage ESL students to read extensively, Coady (1997) stressed the importance <strong>of</strong> providing materials interesting to learners as the most prominent factors within a reading curriculum. Under the chosen topic, which contains texts a learner favor mostly, the online extensive reading syllabus performs the sequencing procedures with a benefit <strong>of</strong> processing fewer number <strong>of</strong> reading texts. Compared to the current version, a syllabus which groups texts into topics would be able to <strong>of</strong>fer learner interaction and 85
also accelerate sequencing time with lesser texts. Second, in the process <strong>of</strong> sequencing, some texts may pass all the necessary requirements and still possess the same amount <strong>of</strong> target words and exposed words. While selecting our sixteen texts, researchers’ intervention was involved in deciding among these equally qualified texts. Thus, in the future, for texts which are equal in terms <strong>of</strong> vocabulary learning condition, titles <strong>of</strong> these texts could all be listed on the syllabus to allow learner involvement in selecting texts. Third, a learner portfolio which includes sensitive recordings <strong>of</strong> individual reading progress and learners’ personal notes could be established. The current syllabus kept track <strong>of</strong> learners’ reading progress by showing learners whether they have finished a certain text or not. However, as was suggested in the evaluation questionnaire, most learners agreed that the texts are too long for online reading and they were <strong>of</strong>ten lost in long texts. If page breaks could be added for long texts and reading history kept so that learners can be sent back to the exact page where they left <strong>of</strong>f last time, learners’ reading frustration could be reduced. In addition, learners have suggested the functions <strong>of</strong> a vocabulary notepad, which includes individualized records <strong>of</strong> exposed words during reading and also learners’ personal notes on specific target words or reflections on readings. Furthermore, a text ranking device was suggested. Learners indicated that they would be more motivated if they could rank texts and express their feelings on whether they liked the article after reading. All in all, a more sophisticated tracking mechanism should be set up to induce interactions and for learners to record self-learning progresses. The suggestions <strong>of</strong>fered by the learners in the current study are in accordance with Robb’s (2002) recommendation as he argued that a tacking mechanism built in a learning website could better motivate learners and integrate self-access learning resources. 86
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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
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Word List (鄭恆雄, 2002; 2003),
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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 and 90: not be untangled without considerin
Page 91 and 92: 5.1. Overview Chapter Five Conclusi
Page 93: with the same group of</str
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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