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

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5.5. Pedagogical Implications In the present study, lack <strong>of</strong> extensive reading skills and experiences were found as major obstacles interfering learners’ reading comprehension. Moreover, learners’ target word knowledge has not reached the receptive repertoire, albeit an exposure amount <strong>of</strong> up to 15 times after reading. In an attempt to amend insufficient extensive reading strategies and enhance vocabulary learning, a paradigm <strong>of</strong> incorporating explicit instruction and implicit learning was suggested. To begin with, careful orientation sessions in school lab will be needed not only to familiarize learners with the functions on the on-line syllabus but to explain the goals and methodology <strong>of</strong> extensive reading. Useful strategies in extensive reading should be made explicit and practice sessions scheduled as guidance to the extensive reading activity. The online extensive reading syllabus is especially useful for incorporating explicit teaching and implicit learning due to the fact that the syllabus is constructed based on the word lists selected by instructors. The same set <strong>of</strong> word lists could be utilized both in class and for the online extensive reading syllabus. In other words, learners might have the chances to read the target words that they have learned in class while engaging in extensive reading on-line. After direct and explicit instruction <strong>of</strong> target words in class, the reading texts on the syllabus could provide more diverse usage and contexts. The comprehensive exposure to target words in extensive reading could bring learners a step further along the continuum <strong>of</strong> vocabulary learning; on the other hand, the fragile and unstable word knowledge resulted exclusively from extensive reading in turn could be more strongly anchored to learners’ existing lexicon with explicit instruction. It should be cautioned, however, that learners may not be aware <strong>of</strong> the connection between these two types <strong>of</strong> learning. The instructor, hence, is 87
esponsible for connecting the two by directing learners’ attention to the relationship <strong>of</strong> word use and contexts, the difference between intensive and extensive reading strategies, and the initiative <strong>of</strong> utilizing an extensive reading approach to complement in-class instruction. In other words, learners should be taught to make use <strong>of</strong> different strategies for different reading purposes, a skill they will need for future life long learning. Moreover, firmly established reading habits from prior experiences might not be easy to amend especially when learners in Taiwan still have to cope with two types <strong>of</strong> reading simultaneously in class and at home. Therefore, guidance should not end with the initial orientation. On-going time to time reminder on goals and strategies <strong>of</strong> extensive reading could be emphasized in class from teachers’ observation <strong>of</strong> learners reading progress and responses. Concerns on how the online extensive reading syllabus satisfies the learning need <strong>of</strong> those learners whose vocabulary level are remarkably superior or inferior to the average vocabulary level <strong>of</strong> the group. Word knowledge is a continuous development in which knowledge for a word is refined by each exposure and that more exposure to words entails familiarization with word usage in related contexts. Thus, for more advanced learners, it is without doubt that reading, even with texts which are slightly simple compared to learner’s current vocabulary level, could enrich learners’ vocabulary inventory. For less competent learners, nonetheless, special attention and instruction from the instructor may be needed in order to overcome this individual difference. Evaluation is yet another aspect which inextricably demands instructor intervention since the syllabus is only capable to the point <strong>of</strong> sequencing texts. In addition to participation which could be recorded by a tracker, evaluation methods could vary depending on the objectives that respective courses aim to achieve. With limited time, comprehension questions which focus on general understanding <strong>of</strong> texts 88
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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
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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 and 94: with the same group of</str
Page 95: also accelerate sequencing time wit
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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