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

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may be the most time-economic way to examine learners’ comprehension. For learners and teachers, performances on these questions could be a quick source to check whether learners’ interpretations <strong>of</strong> texts are on the right track. Extensive reading can play a role in developing the capacity for critical thinking crucial for success in higher education (Day & Bamford, 1998), thus, activities could be designed in order to involve learners in active thinking, reflecting, and commenting <strong>of</strong> texts. Activities such as summarizing, research projects, oral reports, and writing reflections require learners’ through understanding <strong>of</strong> text meanings and are therefore plausible to be used as alternative ways for evaluation when class time allows. In contrast to comprehension questions, these activities serve as more authentic and meaningful purposes for learners’ reading. In sum, with instructor’s input on reading strategy training, word instruction, and evaluation, the online extensive reading syllabus is capable <strong>of</strong> serving as a bridge linking explicit teaching and implicit learning for more ideal vocabulary acquisition. 89
REFERENCES Berman, R.A. (1984 ). Syntactic components <strong>of</strong> the foreign language reading process in Alderson, C. & Urquhart, A. (Eds) Reading in a Foreign Language. New York: Longman. Carter, R., & McCarthy, M. (1988). Vocabulary and Language Teaching. New York: Longman. Chen, H. J. (1998). A preliminary investigation on Taiwanese EFL learners’ vocabulary size. Proceedings <strong>of</strong> the fifteenth conference on English teaching and learning in the Republic <strong>of</strong> China. (pp. 193-211). Taipei: Crane. Chen, H. J. (2003). Developing a technology-enhanced self-access reading environment. Proceedings <strong>of</strong> 2003 International Conference on English Teaching and Learning in the Republic <strong>of</strong> China. (pp. 103-116). Department <strong>of</strong> English Language, Literature, and Linguistics, Providence University Shalu, Taichung County. Chun, D. M., & Plass, J. L. (1996). Research on text comprehension in multimedia environments. Language Learning & Technology, 1(1), 60-80. Coady, J., & Huckin, T. (1997). Second Language Vocabulary Acquisiton: A Rationale for Pedagogy. Cambridge, UK: Cambridge University Press. Cobb, T., & Horst, M. (2001). Reading academic English: Carrying learners across the lexical threshold. In J. Flowerdew & Peacock (Eds.), Research perspectives on English for academic purposes (pp. 315-329). Cambridge, UK: Cambridge University Press. Davis, J. (1989). Facilitating effects <strong>of</strong> marginal glosses on foreign language reading. The Modern Language Journal, 73(1), 41-47. Davis, N., & Lyman-Hager, M. (1997). Computers and L2 reading: Student performance, student attitudes. Foreign Language Annals, 30(1), 58-72. Day, R., & Bamford, J. (1998). Extensive reading in the second language classroom. Cambridge: Cambridge University Press. Elley, W. (1991). Acquiring literacy in a second language: The effect <strong>of</strong> book-based programs. Language Learning, 41(3), 375-411. Ellis, N. (1995). Consciousness in second language acquisition: A review <strong>of</strong> field studies and laboratory experiments. Language Awareness, 4, 123-146. Flowerdew, J. (1993). Concordancing as a tool in course design. System, 21(2), 231-244. Gass, S. (1999). Discussion: Incidental vocabulary learning. Studies in Second Language Acquisiton, 21, 319-333. Gettys, S., Imh<strong>of</strong>, L., & Kautz, J. (2001). Computer-assisted reading: the effect <strong>of</strong> glossing format on comprehension and vocabulary retention. Foreign 90
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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
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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
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Page 79 and 80: 4.3 Discussion 4.3.1. The feasibili
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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
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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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